K-12 Summer Institute August, 2013 Day 1

1. K-12 Summer Institute August, 2013 Day 1 1

2. K-12 Summer Institute, 2013 The powerpoint for today and tomorrow can be downloaded from sim.abel.yorku.ca To do: • View the quotes • Scan the article Know Thy Impact: Teaching, Learning and Leading.

3. Welcome Day 1: • Setting the Context • The School Effectiveness Framework • Personal Leadership Resources in the OLF • Guest speaker – Paul Tough • The Resilient Student/The Resilient Leader

4. Placeholder for Mary Jean’s comments

5. Session Outcomes Through working together to think about the deep implementation of the strategies in the BIPSA and SIP and to examine how the SEF and OLF support the work, school and system leaders will: • deepen their knowledge and understanding of the revised School Effectiveness Framework and the Ontario Leadership Framework to support and inform their work • understand how Personal Leadership Resources enhance and impact leadership, teaching and learning • use the SEF and OLF to inform monitoring and feedback related to needs/goals identified in the BIPSA and SIP • Understand how student’s personal traits and resources impact leadership, teaching and learning.

6. Thinking Template

7. Setting the Context

8. School Effectiveness Framework, 2013 Guides thinking and practice in classrooms and schools Component name changes: • Student Voice is now Student Engagement • Programs and Pathways is now Pathways Planning and Programming Student engagement, learning and well-being School Effectiveness Framework

9. School Effectiveness Framework, 2013 • Stronger references to: Student well-being • Culturally, relevant, responsive pedagogy • Metacognition • Self-regulation • Achievement Charts • Instruction and Assessment are a seamless process • Students and teachers are partners in the teaching/learning process

10. School Effectiveness Framework Select one component on which you would like to focus. • What is new? • What changes/refinements in practice does this revision imply? • How might a common understanding of this component and/or indicator be created among your school/district team(s)?

11. School Effectiveness Framework Move to a table labelled with the colour of your component: • Assessment for, as and of Learning - • School and Classroom Leadership - • Student Engagement - • Curriculum, Teaching and Learning - • Pathways Planning and Programming - • Home, School and Community Partnerships - red yellow green pink orange blue

12. Building Team Knowledge • What is new? • What changes/refinements in practice does this revision imply? • How might a common understanding of this component and/or indicator be created among your school/district team(s)?

13. Personal Leadership Resources in the OLF 2012 • Cognitive Resources • Social Resources • Psychological Resources

14. Two Especially Useful Personal Leadership Resources

15. Two New PLRs • Proactivity (a psychological resource) • Systems Thinking (a cognitive resource)

16. Proactivity • Being able to stimulate and effectively manage change on a large scale under complex circumstances • Showing initiative and perseverance in bringing about meaningful change

17. Proactivity

18. Systems Thinking • Being able to understand the dense, complex, and reciprocal connections among different elements of the organization • Having foresight to engage the organization in likely futures and consequences for action

19. Group Activity How will you use the Personal Leadership Resources to support your school or board improvement planning?

20. Independent Activity What might you add to your own plan for personal learning to build your capacity in one or both areas?

21. Lunch

22. Paul Tough

23. Ontario Context Other jurisdictions may use different names for these skills; however, there is broad agreement both nationally and internationally that skills of this type (learning skills and work habits), by whatever name, are critically important to student success. -Growing Success 2010, page 12

24. Ontario ContextK-12

25. Hidden Power of Character and the Ontario Context Hidden Power of Character Grit / Perseverance Zest Self-control / Self discipline Optimism Gratitude Social Intelligence Curiosity Conscientiousness Ontario’s Learning Skills & Work Habits Grades 1 to12 Responsibility Independent work Initiative including curiosity Organization Collaboration including conflict resolution Self-regulation

26. Examining Data

27. Reflection and Discussion Consider these options: • Question on thinking template: How does the data collected about students’ learning skills and work habits inform our actions as school and system leaders? • Quotes selected from Paul Tough’s book, How Children Succeed: Grit, Curiosity, and the Hidden Power of Character

28. The Resilient Learner Refer to The SEF (K – 12) document, specifically: Component 1, Assessment for, of and as Learning Component 3, Student Engagement Component 5, Pathways, Planning and Programming • Which indicators, in each of the components1,3 and 5, support educators in nurturing and enhancing the attributes that Paul Tough suggests foster success for students? • How will this be reflected in practices at the: - district, - school and - classroom

29. The Resilient Learner The SEF (K – 12) supports educators in determining explicit, intentional and precise improvement planning decisions which inform monitoring and feedback for continuous improvement and future planning in relation to enhanced student learning, achievement and well being. -The School Effectiveness Framework (K – 12) Page 3

30. The Resilient Leader … resilient leaders take action that responds to new and ever-changing realities even as they maintain the essential operations of the organizations they lead. -Reeves and Allison, 2009/10

31. The Resilient Leader Read the article and note practices that are • familiar to me • bring new perspectives • need further exploration At the table • Share what was noted in the article • Discuss how personal resilience underpins the work of the principal and the superintendent in formulating the ‘intentional and precise’ decisions and actions that foster improved student learning, achievement and well-being.

32. K-12 Summer Institute August, 2013 Day 2 32

33. The Message from Paul Tough Psychology, economics, education, and neuroscience – have revealed that there is in fact another ingredient that contributes to success even more so than a high IQ and impressive cognitive skills. This factor includes the non-cognitive qualities of perseverance, conscientiousness, optimism, curiosity and self-discipline – all of which can be included under the general category of ‘character’.

34. Placeholder for Recap of Day 1 Download from sim.abel.yorku.ca

35. Goleman – Social Intelligence …Leading effectively is, in other words, less about mastering situations – or even mastering social skill sets – than about developing a genuine interest in talent and for fostering positive feelings in the people whose cooperation and support you need -Goleman

36. My Social Intelligence …

37. Making Connections

38. Moving to Improvement Planning How does Social Intelligence capacity enhance/influence your work in supporting your BIPSA/SIP?

39. School Effectiveness Framework - Principles • Personalization • Professional Learning • Precision

40. School Effectiveness FrameworkMulti-level Action • Personalization • Professional Learning • Precision • System Leader • School Leader • Teacher • Student

41. Improvement Planning and School Self- Assessment

42. Improvement Planning and School Self-Assessment This activity is designed to: • Consolidate learning from Day 1 (Revised SEF and OLF) • Offer a process for • school self-assessment • monitoring the impact of instructional and leadership practice on student achievement

43. Improvement Planning - School Self-Assessment Multi-role table groups– Discuss: • Student learning needs • One SEF Component and Indicator • Evidence of indicator • Teacher learning need – where there is limited evidence • Leadership and Support

44. Improvement Planning - Monitoring and Feedback Monitoring and Providing Feedback

45. What is Monitoring? Monitoring is the ongoing gathering, reviewing and assessing of information to track and document progress towards achieving results and goals. -Adapted from M. Patton Utilization Focused Evaluation Monitoring is … • Explicit and intentional • Linked to criteria for success • Developed during planning for implementation

46. What is Evidence? In order to measure progress towards goals and provide a framework for giving constructive and focused feedback it is necessary to collect and consider a variety of evidence to illustrate the impact of planning and implementation. Evidence of impact may be collected through: • Observation • Discussion and dialogue • Product

47. What is Feedback? Providing and receiving feedback “focuses on strengthening … practices and competencies to challenge current practices and foster innovation through conversation, to listen and act on feedback, and to provide feedback that will lead to improvements in student achievement and well-being …” -Ontario Leadership Framework Effective feedback is … • Timely • Descriptive of the work • Positive • Clear, specific and goal-oriented • Ongoing • Differentiated

48. Monitoring and Feedback

49. Rethinking Scale: Moving Beyond Numbers to Deep and Lasting Change Cynthia Coburn • Four Dimensions of Scale: • depth • sustainability • spread • ownership

50. Delving into the Four Dimensions of Scale • Depth • How will you achieve depth? What evidence might you have? • Sustainability • What needs to be put in place in order for sustainability to occur and be ensured? • Spread • What evidence might affirm that spread is occurring? • Ownership • How will you know that all staff have taken ownership?