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Student Success 2011 Summer Program NAME OF YOUR MODULE HERE. PUT TITLE HERE. Student Success 2011 Summer Program Leading Learning Using the Professional Learning Cycle. Session Agenda. Minds On Administrator Profile Session Purpose

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Put title here

Student Success

2011 Summer Program

NAME OF YOUR MODULE HERE

PUT TITLE HERE

Student Success

2011 Summer Program

Leading Learning

Using the Professional Learning Cycle


Session agenda
Session Agenda

Minds On

Administrator Profile

Session Purpose

Connection to the School Effectiveness Framework and the Ontario Leadership Framework

Action

Identify a SMART goal for a school improvement plan in response to student achievement data

Identify the role of the Principal in organizing and engaging learning team members in a Learning Team

Use the Professional Learning Cycle (PLC) to increase student achievement by providing a process for professional learning that is driven and focused by student learning needs.

Consolidation

Implications for School Improvement Planning

Next Steps

Implications for the role of the Principal within the context of the Ontario Leadership Framework


Administrator profile
Administrator Profile

Create a profile of your table group that includes:

  • Your role

  • Your experience working with learning teams

  • Learning preference

  • A year highlight

  • A strong professional interest


Session purpose
Session Purpose

Identify the key role of the Principal in supporting School Improvement Planning by:

  • Leading Needs Assessment/SMART goal(s)

  • Creating Learning Teams within the context of the Ontario Leadership Framework

  • Supporting school-based Learning Teams as they use the Professional Learning Cycle

  • Aligning the work of Learning Teams with the school improvement planning process

  • Monitoring and Evaluating the school improvement planning process


Provincial context core priorities
Provincial Context: Core Priorities

  • High Levels of Student Achievement

  • Reducing the Gaps in Student Achievement

  • Increased Public Confidence in Our Publicly Funded Schools

3



School effectiveness framework1
School Effectiveness Framework

School and Classroom Leadership

  • 2.1 Collaborative instructional leadership builds capacity to strengthen and enhance teaching and learning

  • 2.2 Processes and practices are designed to deepen content knowledge and refine instructional to support student learning and achievement.

  • 2.4 Job-embedded and inquiry-based professional learning builds capacity, informs instructional practice and contributes to a culture of learning


Why leadership
Why Leadership?

Leadership is a lever we are using to support large scale system improvement to enhance achievement and well-being for our 2 million students in 5000 schools


Why leadership1

After teaching, the second most influential factor on student learning is leadership (shared; formal and informal).

Why Leadership?

Most-effective leadership dimension:

 promoting and participating in teacher learning and development

40


Self reflection on instructional leadership
Self reflection on Instructional Leadership student learning is leadership (shared; formal and informal).

  • What key practices, as an administrator, do I need to focus on to improve the quality of teaching and learning in my school?

  • Take 2 minutes to reflect individually and then share with an elbow partner.


Ontario leadership framework
Ontario Leadership Framework student learning is leadership (shared; formal and informal).

Clarify successful practices

Robust foundation

Explicit connections between leaders’ influence and the quality of teaching and learning

Setting Directions

Building Relationships and Developing People

Developing the Organization

Leading the Instructional Program

Securing Accountability


The olf and 5 clcs
The OLF and 5 CLCs student learning is leadership (shared; formal and informal).


Key leadership functions
Key Leadership Functions student learning is leadership (shared; formal and informal).

Building Culture - Establishing networks (PLC s) of collaborative inquiry and planning where teachers, principals, and supervisory officers think, work, and learn together

Leading Change - Promoting and supporting professional practices that enable principals and teachers to lead implementation in their schools

Managing Complexity – Guiding systems and schools in developing, implementing and monitoring focused plans for student achievement, professional learning, and school improvement


Put title here

Coherent Alignment – “The Skinny” student learning is leadership (shared; formal and informal).

The Principal


Example
Example student learning is leadership (shared; formal and informal).

Board

(BIP)

Classroom

(planning for teaching and learning)

Professional Learning Cycle

(collaborative inquiry)

Literacy: Writing

Literacy: Writing

Gr. 9 Tech Ed and Visual Arts, Gr. 10 Computer Studies: Common Assessment area - Expression and Organization of Ideas (Achievement Chart)

School

(SIP)

Literacy: Writing

Gr. 9 & 10 Applied/Open

15


School improvement plan for student achievement sipsa
School Improvement Plan for Student Achievement (SIPSA) student learning is leadership (shared; formal and informal).

Purpose includes to:

  • Develop specific student achievement goals on an annual basis through the analysis of school and classroom level data/evidence.

  • Improve achievement for each student in the school

  • Provide a tracking and monitoring plan for improving student achievement

  • Provide an evaluation of the school’s progress in meeting their SMART goals.


School improvement plan
School Improvement Plan student learning is leadership (shared; formal and informal).

A school improvement plan for student achievement has many components including:

  • Needs assessment and analysis

  • SMART goals

  • Professional learning/resources

  • Targeted, evidence-based strategies/actions

  • Monitoring

  • Evaluation


School improvement plan needs assessment and analysis developing a smart goal
School Improvement Plan student learning is leadership (shared; formal and informal). Needs Assessment and AnalysisDeveloping a SMART Goal

School level data

Develop SMART goal


Drilling down questions to consider
Drilling Down: student learning is leadership (shared; formal and informal).Questions to Consider

  • What data should be considered, eg. board and school pass rates, learning skills and work habits?

  • What are the courses students are failing, eg., grade level, subject discipline, level of study?


Examine the data
Examine the Data student learning is leadership (shared; formal and informal).

You will be working in triads to review and analyze the data strips. There are guided questions to direct your analysis.


Your professional judgement
Your Professional Judgement student learning is leadership (shared; formal and informal).


What is a smart goal
What is a SMART Goal? student learning is leadership (shared; formal and informal).

S =Specific – addresses subject area including the grade and level of instruction

M =Measurable – includes pass rates and includes baseline data

A=Achievable – provides ambitious yet attainable outcomes in the timelines provided

R =Results-based – focuses on increasing student pass rates

T =Time – specifies time frame


Activity 4 developing a smart goal
Activity # 4 student learning is leadership (shared; formal and informal).Developing a SMART Goal

Using the data strip provided:

  • Develop a SMART goal with your table partners

    As a group:

  • Discuss why it is a SMART goal based on the 5 components using the rubric provided


School improvement plan1
School Improvement Plan student learning is leadership (shared; formal and informal).

A school improvement plan for student achievement has many components including:

  • Needs assessment and analysis

  • SMART goals

  • Professional learning/resources

  • Targeted, evidence-based strategies/actions

  • Monitoring

  • Evaluation


Professional learning cycle notes organizer
Professional Learning Cycle student learning is leadership (shared; formal and informal).Notes Organizer


Professional learning cycle
Professional Learning Cycle student learning is leadership (shared; formal and informal).

The goal of the Professional Learning Cycle Strategy is to increase student engagement and achievement by providing a process for professional learning that is driven and focused by student learning needs.


The professional learning cycle
The Professional Learning Cycle student learning is leadership (shared; formal and informal).

Professional learning is driven and focused by student needs.

  • Begins by examining evidence of student achievement and engagement to determine an area of student need

  • Focuses educator learning on strategies required to address the identified need

  • Emphasizes implementation informed by observation of student work

  • Stresses professional dialogue with colleagues

  • Requires a collaborative analysis of data to determine the extent to which the identified area of student need has been met

16


A professional learning cycle
A Professional Learning Cycle student learning is leadership (shared; formal and informal).


From smart goal to creating professional learning teams
From SMART Goal to student learning is leadership (shared; formal and informal).Creating Professional Learning Teams

Question to consider

How would you establish readiness for school learning teams and the Professional Learning Cycle

Discuss as a group.

Video: Building Capacity


Learning teams

The aim is… to provide a way for teachers to become increasingly accomplished instructors for the ultimate benefit of students … not (simply) to develop professional learning teams.

Learning Teams

Professional learning team meetings have one primary purpose: improved teaching and learning in an area of identified student need.

Source:

The Evolution of a Professional Learning Team, Tools for Schools (NSDC), Nov./ Dec. 2008


Guided viewing principal s role in establishing and supporting learning teams
Guided Viewing: increasingly accomplished instructors for the ultimate benefit of students … not (simply) to develop professional learning teams. Principal’s Role in Establishing and Supporting Learning Teams

  • What do you need to consider when establishing learning teams (e.g., multi-disciplinary, same grade/subject, learning team/cycle experience)?

  • What do you need to consider when coordinating the various learning teams (e.g., facilitators, common preps)?

  • What is the role of the principal in supporting learning teams using the Professional Learning Cycle?

    Video clip – Leadership and Facilitation


Learning teams identifying a strategic targeted learning need
Learning Teams increasingly accomplished instructors for the ultimate benefit of students … not (simply) to develop professional learning teams. Identifying a strategic / targeted learning need

School level data

Student Success Leader and Principal

Professional Learning Team

Class level data


Focusing on data and evidence
Focusing on Data and Evidence increasingly accomplished instructors for the ultimate benefit of students … not (simply) to develop professional learning teams.

Analysis: asking questions, finding patterns and trends, comparing

Interpretation: making sense of evidence, seeking evidence that supports initial interpretation

Data/evidence source (e.g., assignment marks in markbook, student work)

Decisions and Actions

Adapted from The Evidence-Based School, K. Hume, 2009.

33


Connecting the smart goal to classroom instruction
Connecting the SMART goal to Classroom Instruction increasingly accomplished instructors for the ultimate benefit of students … not (simply) to develop professional learning teams.

Key Questions for Learning Teams:

  • What are the learning needs of our students?

  • How does the school SMART goal sharpen the focus on student learning needs?

  • What do we need to learn in order to address student learning needs?


Learning teams developing a strategic targeted smart goal
Learning Teams increasingly accomplished instructors for the ultimate benefit of students … not (simply) to develop professional learning teams. Developing a strategic / targeted SMART Goal

S = Specific – addresses an area of student knowledge and skills that need significant improvement for a target group of students

M = Measurable – includes levels and includes baseline data, as well as, diagnostic and assessment of learning data on student knowledge and skill development

A= Achievable – provides ambitious yet attainable outcomes in the timelines provided

R= Results-based – focuses on increasing students’ knowledge and skills and student improvement as measured by level

T = Time – specifies time frame within the learning cycle


Professional learning team guided viewing the plan phase
Professional Learning Team increasingly accomplished instructors for the ultimate benefit of students … not (simply) to develop professional learning teams. Guided Viewing: The PLAN Phase

What data sources are considered?

What are teachers learning from the data?

What are the next steps being considered:

For student learning?

For educator learning?

Discuss as a group.

Video – Plan Phase


Guided viewing impact of the professional learning cycle on teacher practice
Guided Viewing: Impact of the Professional Learning Cycle on Teacher Practice

Question to consider

What impact has the Professional Learning Cycle process had on teachers?

What is the major difference seen in instructional planning and practice?

Discuss as a group.

Video - Introduction


School improvement plan2
School Improvement Plan Teacher Practice

The School Improvement Plan for Student Achievement has many components including:

  • Needs assessment and analysis

  • SMART goals

  • Professional learning/resources

  • Targeted, evidence-based strategies/actions

  • Monitoring

  • Evaluation


School improvement planning next steps
School Improvement Planning Teacher PracticeNext Steps

Questions to Consider:

  • What is the educator learning for this team and what were the next steps identified by them?

  • How does the work of learning teams, using the Professional Learning Cycle, inform the next steps for school improvement planning?

    Video clip – Reflect Phase – English Learning Team

30


Consolidation
Consolidation Teacher Practice

With respect to the work of school-based Learning Teams what are the connections between the Principal’s influence and the quality of teaching and learning?

Use the Ontario Leadership Framework, leadership practices and competencies to guide your discussion.

Setting Directions

Building Relationships and Developing People

Developing the Organization

Leading the Instructional Program

Securing Accountability

30


Reflect and capture your insight
Reflect and capture your insight Teacher Practice

Reflect

Through your review and sharing, to what did you react strongly?

  • Insight: ‘ah ha’ moment

  • Concern: “whoa, that is a red flag”

  • Affirmation: “ya, right on!”

    Prepare to share