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Going Deeper into Networks of Leading and Learning - A Team Approach Lisa Lisowski, FOS Literacy Coach Cassandra Alviani PowerPoint Presentation
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Going Deeper into Networks of Leading and Learning - A Team Approach Lisa Lisowski, FOS Literacy Coach Cassandra Alviani-Alvarez, Principal Gen Ling Chang, NW3 Superintendent Toronto District School Board.

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Presentation Transcript
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Going Deeper into Networks of Leading and Learning

- A Team Approach

Lisa Lisowski, FOS Literacy Coach

Cassandra Alviani-Alvarez, Principal

Gen Ling Chang, NW3 Superintendent

Toronto District School Board

key elements
Key Elements:
  • Creating a “Growth-oriented” Environment
  • Establishing Goals and Creating Excellence
  • Developing Capacity
  • Celebrating Successes
successful teacher teams
Successful Teacher Teams

In order to have successful teacher teams, there needs to be:

“Deliberate and conscious planning to create highly effective teams that sustain themselves in the process of continual renewal and accountability. Sustaining learning over time requires that we know and can use strategies in job-embedded ways that helps groups continue to move forward in learning and in getting results for students.”

(Gregory, G. and Lin Kuzmich. 2007. Teacher Teams that Get Results, xxii)

michael fullan s 3 p s
Michael Fullan’s 3 P’s

Precision

Personalization

Professional Knowledge

group activity
Group Activity

Consider the following question:

What does a well-functioning teacher team:

Look like?

Sound like?

Use the T-chart to organize your thoughts.

elements of successful change at the school level
Elements of Successful Change- At the School level
  • Continuous discussion of school priorities (Numeracy, Literacy and Safe Schools).
  • Continuous discussion as this is an FOS/Ministry initiative (closing the achievement gap)
  • Allow staff to know that they are the best people working on the priorities (collective efficacy/ distributed leadership)
  • Focus on change by doing (Critical Pathways in teams)
  • Building capacity is critical (targeted and strategic)
  • Stay the course-surround yourself with key teachers
  • Principal/Vice Principal present
  • Continue to share with the Community (School Council/Newsletters)
  • Continuous emphasis on morale and wellness!
creating a growth oriented environment
Creating a Growth-Oriented Environment

How do you create a growth-oriented environment?

Literacy Coach:

  • Map out the journey
  • Create a positive atmosphere
  • Establish a “safe” environment
establishing goals and creating excellence
Establishing Goals and Creating Excellence

Literacy Coach:

  • Link data to practice
  • Start where “they’re at”

Ask: “What do the students need to learn?” rather than “What should I teach?”

  • Incorporate “BIG Ideas”
establishing goals and creating excellence1
Establishing Goals and Creating Excellence

Principal:

  • Organize teachers into grade teams and include Special Education teachers.
  • Use school data (EQAO, DRA/CASI)

3. Schedule monthly grade team meetings (use Wednesdays-all teachers must be present and no field trips, etc).

4. Develop “Big Idea” themes.

developing teacher capacity
Literacy Coach:

Expanding the teacher “toolkit”:

Use the Q-chart to promote higher level thinking and questioning

Provide sample frameworks and develop anchor charts for student responses

Introduce appropriate teacher resources and model pertinent strategies

Model the use of graphic organizers in sessions

Encourage the use of various text types (e.g., Narrative, poetry, informational and graphic texts)

Provide a professional reading related to the Pathway focus

Refer to and highlight strategies in Ministry Guide books (e.g., Guide to Effective Reading Instruction K-3)

Developing Teacher Capacity
developing school capacity
Common Prep Time where possible

Allow for teacher leadership and autonomy (teachers as presenters during staff meetings)

Use of TEL system to share best practices

Utilize school budget to support priorities (release time for teacher teams)

Purchase current resources

(e.g., rich texts/picture books)

Purchase professional books for teachers (encourage co-teaching and getting rid of “dittos!”)

Include Webcasts in staff meeting agendas www.curriculumservices.org

Developing School Capacity

Principal will ensure:

developing fos capacity elements of successful change
Developing FOS Capacity Elements of Successful Change
  • Clustering of schools- Similar types of schools work collaboratively (regular scheduled meetings with SO)
  • Professional development days are organized by Principals using teachers for workshops
  • FOS meetings incorporate time for Literacy and Numeracy Coaches
  • FOS sharing of best practices (e.g., gallery walk)

- Student voices heard

  • Include teacher leaders at FOS meetings
  • Literacy/Numeracy Ministry Officers support
  • Principals/Vice Principals are provided current resources
celebrating successes
Celebrating Successes

Literacy Coach:

  • Examine the evidence of student learning (e.g., student work samples, class data charts, etc,.)
  • Encourage teacher reflection

At the end of each TLC Pathway, ask: “What is the difference that made the difference in student learning?”

Encourage year end reflection in order to reflect on the process and the journey taken.

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What is the difference that made the difference in student achievement?Reflections from teachers at John Wanless P.S.
  • Students exploring “voice” in their writing
  • Appropriate book selection/quality literature
  • Graphic organizers for developing opinions
  • Anchor charts in classrooms
  • Incorporating the Q-Chart whenever possible
  • Linking Literacy to the Arts
  • Using “think alouds” during read alouds
reflection on the tlc pathway process reflections from teachers at dublin heights school
Reflection on the TLC Pathway ProcessReflections from teachers at Dublin Heights School

“A spirit of community is beginning to develop amongst the Primary Team. The PLCs brought my grade colleagues and I closer together. We created stronger lesson plans and activities for our students. A common dialogue has developed throughout the entire Primary wing for discussing connection-making, inferring and features of fiction and non-fiction. The majority of my students’ post-assessments were level 3 or higher. I see the results and I feel great!”

another reflection
Another Reflection:

“I found the collaboration with staff invaluable. In many ways it provided new perspective and help to affirm many of my practices or things I was considering for my program. Our staff has always been great as far as sharing teaching strategies, but meeting regularly helped to ensure that the lines of communication were always open and the shared focus meant many people brainstorming the same topic. That kind of magnification of focus with that many professionals is a great thing!”

celebrating successes1
Celebrating Successes

How we know our students are successful?

  • Engaged children and teachers
  • Increase in student achievement and success
  • Outstanding work produced (e.g., Strong sense of Social Justice)

-an increase in critical literacy skills

  • Excitement for continued teaching and learning-developing more teacher leaders who collaborate (de-privatization)
  • Strong parental support and involvement
  • Sharing days/evenings (always include food!)
  • Teacher driven teaching and learning forums within the school and FOS
  • Passion and persistence demonstrated by the Principal and Vice Principal (-also regular meetings with FOS Principals)
nw3 s next steps
NW3’s “Next Steps”
  • Continue with Critical Pathways
  • Greater emphasis on Metacognition
  • Braiding Math and Literacy
3 2 1 reflection
3-2-1 Reflection

Please take a few moments to reflect on what you have heard and learned today with respect to teacher teams and learning networks. How can the information shared today apply to your own Team and/or Network?