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PLMLC Leadership Series Thunder Bay Region Day 3

PLMLC Leadership Series Thunder Bay Region Day 3. Brian Harrison, YRDSB Connie Quadrini, YCDSB Wednesday April 20 th , 2011. Create a Graph!.

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PLMLC Leadership Series Thunder Bay Region Day 3

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  1. PLMLCLeadership SeriesThunder Bay RegionDay 3 Brian Harrison, YRDSB Connie Quadrini, YCDSB Wednesday April 20th, 2011

  2. Create a Graph! Individually, create a circle graph representing the percentage of time you have spent on each of the 5 Core Leadership Capacities in Mathematics between days 2 and 3. Setting Goals Using Data Aligning Resources with Priorities Fostering Collaborative Learning Cultures Engaging in Courageous Conversations

  3. Create a Graph! Once you have completed your circle graph… pair up with a colleague from another district share your graph describe the actions and interactions that account for the slices of your pie.

  4. Series Learning Goal • to synthesize and apply the 5 Core Capacities of Effective Leadership and Shared Leadership to improve mathematics instruction

  5. Interactive Session Activities • Engage in collaborative reflection to inform next ‘plan’ stage of Mathematics Leadership Learning Cycle • Create an effective professional learning plan based on current and/or futureBIPSA, professional learning essentials and the 5 Core Leadership Capacities

  6. Group Norms • District pairs tent card from YRDSB

  7. How is Math different from Literacy? Classroom • Mathematical Processes are the actions of doing math • overall expectations change from grade to grade • key concepts are developmental and sequentially built • “Gradual release” (modeled, shared, guided, independent) is not the focus • students develop problem solving skills as they learn and apply mathematics concepts • differentiated instruction strategies support students in accessing mathematics • meaningful mathematical discourse creates a community of learners

  8. How is Math different from Literacy? Professional Learning • content knowledge development is critical for teachers of all grades • time needs to be spent discussing anticipated student responses and teacher responses outside of the classroom • practice in the refinement of effective questioning strategies supports differentiated learning for students • facilitators must possess strong knowledge for math teaching, in particular content and pedagogical content knowledge

  9. Designing an Effective Mathematics Professional Learning Plan The Working Table on Teacher Development recommended the adoption of the following five characteristics: i) coherent ii) attentive to adult learning styles iii) goal-oriented iv) sustainable v) evidence-informed

  10. Professional Learning Essentials • Read BLM 3.2 • Excerpts from: Report to the Partnership Table on Teacher Professional Learning: Recommendations of the Working Table of Teacher Development, May 2007 • With a partner, share… • 1 affirmation • 1 revelation

  11. Professional Learning Cycle Summary The professional learning cycle: • serves as a process for professional learning • Is driven by student learning/engagement needs • can align educator learning and action with planning at all levels; e.g., classroom, department, school, cross-panel, board 11

  12. Professional Learning Cycle SS/L-18ITEB 2010 The Professional Learning Cycle 12 12

  13. Using Data Setting Goals Aligning Resources with Priorities Fostering Collaborative Learning Cultures Engaging in Courageous Conversations Student learning need focuses educator learning SS/L-18ITEB 2010 The Professional Learning Cycle 13 13

  14. PLAN(Grade 9 Applied Focus) student learning need educator learning • principal envisions a change • independent practices to teacher collaboration • goal is to achieve greater consistency in A for/as/of L • co-marking/co-assessment • mathematics department head involvement • Analysis of potential reasons for Grade 9 credit accumulation data in Applied math • notice the gaps in achievement in gender, special needs and ELLs • led by the principal. the team brings test samples or final exams (with student answers) • review and diagnosis of areas of challenge

  15. Using Data Aligning Resources with Priorities Fostering Collaborative Learning Cultures Engaging in Courageous Conversations Implementing strategies to meet student needs SS/L-18ITEB 2010 The Professional Learning Cycle 15

  16. ACT(Grade 9 Applied Example) Implementing strategies to meet student needs • teachers compare and analyze tests for content and marking scales/rubric • student answers are also analyzed • department head facilitates building a common rubric • the principal maps out connections to the curriculum expectations • teachers recognize ambiguity in marking / A&E practices; • teachers begin to identify a need for co-marking for consistency • (principal senses that eventually this would lead to discussion on teacher practices)

  17. OBSERVE Sharing instructional practice to monitor student learning and enhance educator learning Using Data Setting Goals Aligning Resources with Priorities Fostering Collaborative Learning Cultures Engaging in Courageous Conversations SS/L-18ITEB 2010 The Professional Learning Cycle 17 17

  18. OBSERVE(Grade 9 Applied Example) Sharing instructional practice to monitor student learning and enhance educator learning Share and analyse: • teachers agree to co-plan and administer a test for the next unit followed by a re-examination of student work • principal and department head observe a broad spectrum of teacher understanding in effective A&E practices • they consult with board consultant, coach and other principal colleagues who have experienced increased student achievement in math; • it is agreed that some support on A&E is necessary

  19. REFLECT Using Data Setting Goals Engaging in Courageous Conversations Examining evidence to reflect on student and educator learning SS/L-18ITEB 2010 The Professional Learning Cycle 19

  20. REFLECT(Grade 9 Applied Example) SS/L-18ITEB 2010 The Professional Learning Cycle 20 Examining evidence to reflect on student and educator learning Examine, analyse: • consultation with coach identifies opportunities for principal and department head professional learning • facilitation skills to support co-marking • teacher reflection also demonstrates a need for further understanding of AforL as a foundation to effective AofL • plan next steps to continue the cycle of learning

  21. “House” Rounds 21

  22. “House” Rounds 22

  23. Reflection “Reflection is the process of stepping back from an experience to ponder, carefully and persistently. Learning is the creation of meaning from past or current events that serves as a guide for future behavior.” Wood-Daudelin,1996. Learning from experience through reflection. 23

  24. “House” Rounds District Pairs Rounds (15 minutes per district pair) District pairs presents a ‘case’ to the team – describing the nature of the problem/the focus for their “plan” and “act” Team asks clarifying questions for the presenter The team offers suggestions for consideration, reflections, connections… Presenter has the final word – offers observations and reflections on what has been discussed Whole Group Share 24

  25. Reflection “Reflection attempts to answer the question of ‘where we are now’. Reflection combined with strategic thinking attempts to answer the question of ‘where we could be’.” Davies & Davies, 2010. The nature and dimension of strategic leadership. 25

  26. Making the Connection Board (Board Improvement Plan) School (School Improvement Plan) DATA / EVIDENCE-BASED ALIGNED Classroom (planning for teaching and learning) 26

  27. BIP Assessment Tool 27

  28. Exploring Sample BIPSA’s • Using BLM 3.3, work with your district partner to analyze the 3 BIPSA samples • Identify… • 1 plus • 1 minus • 1 interesting • Whole Group Share

  29. Designing an Effective Mathematics Professional Learning Plan Work with your district partner to • Design / refine an effective professional learning plan to support your BIPSA. • Use the following resources to guide your reflection and planning: • BLM 3.2 & 3.4 • Conversation Starters package

  30. Designing an Effective Professional Learning Plan Form a group of 4 • District pairs share their professional learning plan and identify how you integrated… • Professional learning essentials (BLM 3.2) • 5 Core Capacities

  31. Feedback • Senteo Data

  32. Feedback & Feed-Forward

  33. Next Steps • Math CAMPPP 2011 • August 15th – 19th • Kempenfelt Conference Centre, Barrie • http://www.edugains.ca/newsite/math2/index.html • PLMLC 2011-12 – TBD • Board collaboration – Give one, get one

  34. Thank You! • Brian Harrison, brian.harrison@yrdsb.edu.on.ca • Connie Quadrini, connie.quadrini@ycdsb.ca • http://gains-camppp.wikispaces.com/PLMLC+Leadership

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