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INVESTMENT IN TEACHING EXCELLENCE 01

2011-2012INVESTMENT IN TEACHINGEXCELLENCEYour guide to incredible professional learning that links directly to your work with students and the curriculum.

Learning

LeadingTogether

Teaching

INVESTMENT IN TEACHING EXCELLENCE02


TEACHING & LEARNING PRIORITIES:Knowledge Innovation: Engage thinking and feelings that inspire creativity and innovation

Global Education: Embed culturally responsive and relevant pedagogy and pursue inquiry

High Performing Schools: Scale teaching excellence through networked professional learning communities and use of emerging technologies

Culture of Caring: Care and support the development and well-being of the whole child youth

Effective Professional Learning consists of

Current research indicates the need to balance professional learning that meets system requirements as well as job-embedded needs of teachers. The following represents the balance between system-based and job-embedded learning through a range of professional formats such as workshops, presentations, conference , online learning, demonstrations, co-planning,co-teaching, networked learning, coaching, and mentoring.

and services for 2011-2012. The overview serves to: - assist teachers in planning strategically for learning that will be offered at different times in the school year and enable teachers to customize and pace their learning during year- support the work of school improvement teams with the possibility of aligning individual and collective learning with their school and classroom improvement goals- enable informed decisions about professional learning that contribute to knowledge

Integrationinto Practice

Selection of ProfessionalLearning Opportunities

Reflection on Selfand Student Needs

TeacherProfile

TEACHING

Education,Experience,Skill Set Classroom

Context

School andCommunity

Ministry andBoard Priorities

System-based Learning 30%

Foundational

Job-embedded Learning 70%

Moving from Beginning to Mastery

Source: Ontario Ministry of Education, 2007

TABLE OF CONTENTS

Modules of learningModules of Learning are designed to go deep into the instructional core that combines face-to-face learning with practice in the classroom through a series of 3 – 5 sessions depending on the foci. It provides teachers with the opportunity to network with others who have similar interests and motivations as they aspire to improve their students learning over the course of several months. The time frame allows for teacher implementation and exploration of curriculum

Key outcome for staff is the establishment of teachers professional learning communities across the district and the unleashing of teacher leadership as a lever of system improvement.

different times of the school year – Fall, Spring or All Year.

Demonstration ClassroomsThis form of professional learning is designed to enable teachers to be immersed in a learning

of teachers’ learning needs, beginning with a teacher selecting to visit a host teacher’s classroom accompanied by an instructional leader or coach with 5-10 other teachers of similar interests but, may or may not be of similar grades. The visit as well as the follow-up collaboration among

students in his or her classroom. Through this process, teachers develop shared practice of observing, discussing, and analyzing learning and teaching.

This model consists of full day learning offered throughout the school year. Many have the possibility of connections made to modules of learning.

Student Engagement with Teachers

that engage students in a range of creative learning experiences. Teachers learning is intentionally connected to students learning, where both students and teachers are learning in tandem. One of the key foci is the building of teachers’ meta-cognitive understanding and knowledge of the rel tionship between student and teacher in the presence of content by making visible the thinking and learning that their students do in these engagement opportunities.

Since this form of professional learning is grounded in programs for students, the duration of

course for details of time commitment.

Teacher LeadershipThis model is designed with an intentional focus on building instructional leadership of teachers that enable them to be leaders of teachers learning. It supports the work of teachers holding positions of responsibility and/or those who are formal or informal mentors or coaches to their colleagues. Immerse in learning that provides exceptional opportunities to develop specialized skills in coaching, facilitating, and being part of a leadership team that serves.

This model offers a series of sessions over the course of a school year, or part of a school year and uses a “engage in joint work and learning as you go approach.

This guide contains the following professional learning models. For each model, there are a range of courses that are offered based on system needs, teachers interests and current research and policy.

06 BTBeginning Teachers

11 EYEarly Years

16 E/LEnglish & Literacy

23 ESL/ELDEnglish as a Second Language/ English Literacy Development

27 ExLExperiential Learning

33 FSL/CILFrench as a Second Language, Classical & International Languages

41 GUI Guidance & Career Development

47 HPEHealth & Physical Education

58 LLR/IS Library & Learning Resources & Interdisciplinary Studies

62 M/NMathematics & Numeracy

68 MuMusic

80 S/TScience & Technology

87 SWSHSocial & World Studies & Humanities

97 SSL18Student Success Learning to 18

99 THE ARTSDrama, Dance, Visual and Media Arts

111 CONTACT INFORMATIONTeaching and Learning Team

BT

EY ESL/ELD

FSL/CIL

ExL GUI

Mu

ARTS

CONTACT U

SSW

SHSSL18

LRR/IS

HPE

E/L

M/N

S/T


MODULES OF LEARNING

Small Group Guided Learning: Going DeeperHow can I work purposefully with small groups of learners and maintain a productive use of classroom time? How can I teach my students to become independent problem-solvers and critical thinkers? This module will provide teachers with the opportunity to delve deeper into small group learning experiences.

In the interactive 4 sessions, teachers will be introduced to a variety of small group learning strategies and classroom management structures that can contribute to increased student learning that is based on the principles of differentiated instruction and gradual release of responsibility. This module will highlight how to create small group learning opportunities that will allow students to work together to maximize their own learning and the learning of each other, and over time become independent learners. Participants will learn how to engage their students as active readers, writers and thinkers on topics that are of interest to their students using technology.

Included is a visit to a demonstration classroom where teachers will be able to observe guided instruction and small group practices that illustrate purposeful, active and cooperative learning by students. This module is offered twice in the school year, and consists of three half-day sessions and a full day visit to a demonstration classroom.

Module 1A: Beginning teachers - elementary, intermediate, secondaryDate: October - December 2011

Module 1B: Beginning teachers - elementary, intermediate, secondaryDate: January - April 2012

Beginning Teachers Orientation

about important policies and procedures: Sabrina’s Law, Duty to Report, WHMIS, NTIP Teachers Performance Appraisal, TDSB’s Equity Guidelines, Policies and Procedures. It is a session facilitated by Employee Services and the Equitable and Inclusive Schools Department. Two sessions are offered - one for elementary teachers;; one for secondary teachers

Date: October - November 2011

BTBeginning Teachers


“Student Work is the Work”: A Closer Look at Assessment and EvaluationUsing the collaborative inquiry framework, participants will explore how to focus on student work as a basis to gain deeper understanding of their students as learners.

The 5 interactive sessions will engage teachers to delve deeper into their experiences of building rich instructional tasks by investigating how they use Big Ideas, curriculum expectations, critical literacy and critical thinking in their lesson and units. Assessment and evaluation, achievement chart, report cards, the use of descriptive feedback and learning goals will be emphasised and given special focus

An important component is that teachers will explore the question: How does student work inform my assessment, evaluation and reporting? By looking at teacher produced assessments, DRA and/or CASI, teachers will begin to learn how to use “The Matrix”, which is an attribute model that contributes to student

Part of this module will be a demonstration classroom visit where teachers will be able to use their observations to create next steps for their own classroom practice. This module consists of four half-days and one day at a demonstration classroom, and ongoing support to participating teachers from October - February.

Target Audience: Beginning teachers - elementary, junior, intermediateDate: November 2011 - March 2012

Creating Culturally Responsive and Relevant Classrooms To provide teachers with the opportunity to explore and build their understanding of culturally responsive and relevant pedagogy (CRRP), with the aim to highlight how this approach can provide multiple ways to engage students in their learning while maintaining high expectations and academic excellence for all. In this module, teachers will be introduced to a CRRP framework, and use the framework to plan and implement a unit of learning

A practical aspect of this module is using observations from a demonstration classroom visit as the basis for learning how to embed CRRP as part of students’ learning experiences. This module will also provide useful culturally responsive assessment and evaluation ideas and resources that can be readily used to improve students’ learning. The module consists of 4 sessions - 3 half days and one full day at a demonstration classroom.

Module 1A: Elementary beginning teachersDate: October - December 2011

Module 1B: Secondary beginning teachersDate: January - March 2012

Summer Institute for Beginning TeachersDuring this 3-day institute, Beginning Teachers are provided with an opportunity to build relationships and to learn from other TDSB teachers. It also offers the opportunity to meet their Family of Schools Superintendent and/or designate. Over two days the beginning teachers visit classrooms of their choice to meet experienced teachers and/or instructional leaders who

BT


month.Date: 23 – 25 August 2012

Demonstration Classroom 1: Small Group Guided Learning: Going Deeper What does small group learning look like? These demonstration classrooms will provide visiting teachers with the opportunity to look at guided instruction and small group management practices that demonstrate purposeful, active, collaborative and cooperative learning opportunities for students. Visiting teachers will be able to observe teachers as they model instructional strategies and classroom management structures that support their students in becoming independent problem-solvers and critical thinkers.

There will be 8 demonstration classrooms over the course of the school year: 2 primary with a early years focus, 2 junior, 2 intermediate, and 2 senior (Grade 9 and 10) demonstration classrooms.

Target Audience: Beginning teachers (Year 1 - 4)Date: November 2011 - May 2012

Demonstration Classroom 2: “Student Work is the Work”: A Closer Look at Assessment and Evaluation Let’s see classrooms in action with a focus on learning from student work. Participants will observe and analyze student responses to rich instructional tasks created by demonstration classroom teachers. Visiting teachers will have an opportunity to focus on student learning that is derived from lessons that highlight the use of Big Ideas, curriculum expectations, critical literacy and critical thinking skills. A focal point will be to examine how descriptive feedback and learning goals are used as a form of assessment for learning and a tool to improve learning tasks, students’ thinking and students’ work.

There will be 8 demonstration classrooms over the course of the school year: 2 early years/primary, 2 junior, 2 intermediate, and 2 senior (Grade 9 and 10) demonstration classrooms.


Demonstration Classroom 3: Culturally Responsive and Relevant Pedagogy (CRRP) Come and visit classrooms where teachers have started to develop effective culturally responsive and relevant classroom spaces. Teachers in these demonstration classrooms are part of a professional learning community and are involved in a collaborative inquiry. They use instructional and assessment practices to close the cultural gap for students. Participants will observe how the host teachers use their students’ learning in their lessons based on units of study that they co-constructed as a professional learning community. Resources from the Centre for Urban Schooling will be shared.

There will be 8 demonstration classrooms over the course of the school year: 2 early years/primary, 2 junior, 2 intermediate, and 2 senior (Grade 9 and 10) demonstration classrooms.


DEMONSTRATION CLASSROOMS


TDSB WEB- creation of podcasts that focus on student voiceCreation of podcasts that showcase how students apply and extend their knowledge to the lessons and units developed by the teachers in the CRRP pilot project. Visitors to the website will be able to examine how students’ voice was used in the co-construction of these units of study, as in some examples students would be asked to describe their experiences. It is the hope that these podcasts would be shared by teachers with the students in their classrooms and/or schools for further student learning and development in these areas.

Target Audience: Primary, junior, intermediate and senior students involved in the CRRP demonstration classrooms pilot project and teachersDate: November 2011 - May 2012

Professional Learning Community of CRRP Demonstration Classrooms Host Teachers The 8 host teachers of CRRP demonstration classrooms will form a PLC supported by the BT Program Coordinator.

The host teachers will be part of a professional learning community and engage in a six-part professional learning cycle to:

and Relevant Pedagogy and related Equity Tool as a resource

design, to understand students learning and to inform teachers’ instructional practice

Key outcomes of the professional learning community of host teachers are:

that illustrate indicators in the CRRP Framework and Equity Tool

lessons

Professional Community of Student Work Study Teachers The team of SWS teachers will be involved in two professional learning opportunities. One within TDSB through a 4-week professional learning cycle and the other with the LNS regional sessions. Opportunities to involve LNS Student Achievement as part of the PLC will be included.

In the 4-week cycle, SWS teachers

- co-create criteria for effective co-teaching and co-planning

demonstration classrooms.

STUDENTENGAGEMENT WITH TEACHERS

TEACHER LEADERSHIP

10 INVESTMENT IN TEACHING EXCELLENCE

Mentor Training for BT MentorsTwo evening sessions facilitated by the Beginning Teacher, Program Coordinator and instructional leader for teachers who have taken on the NTIP mentorship role. These sessions, one in the east and one in the west, will address the following:

relationship

Date: October - November 2011

11INVESTMENT IN TEACHING EXCELLENCE

MODULES OF LEARNING

Comprehensive Literacy in Kindergarten: Making It WorkCome explore comprehensive Literacy in the Kindergarten through the lens of shared, guided and independent reading! This module will use the lesson study framework as the basis for professional learning. Participants will consolidate and extend consistent understandings about shared reading,

timetable, and make connections to the Early Years Strategy. Teacher-pairs will observe each other teaching a co-constructed lesson after developing the learning goals and success criteria based on assessment information. Participating teachers will be invited to bring back evidence of student thinking which will be posted on the Kindergarten website. Participants will be invited

that has impacted staff/students in a positive manner.

This module consists of 4 half-day sessions and requires participation of 2 teachers from a school attending as a school team.

Target Audience: Kindergarten teachers

West Region:Dates: November 23, 2011 December 14, 2011 February 1, 2012 May 23, 2012

East Region:Dates: November 25, 2011 December 12, 2011 February 15, 2012 May 23, 2012

Learning from Our Early Development Instrument (EDI) DataThis module provides Principals, Kindergarten teachers, and ECE’s to meet with staff from Early Years and Research to analyse school results from the Spring, 2011 collection. School teams will consider how to use EDI results to inform school improvement plans, and how to connect with community partners in supporting children and families in children’s overall development and readiness for school.. There will be 8 sessions serving the 4 quadrants.

Target Audience: Principal and 1 kindergarten teacher per school,

EYEarly Years


East Region:Dates: October 12 - am SE, pm SE October 14 - am NE, pm NE

West Region:Dates: October 6 - am SW, pm SW Oct0ber 7 - am NW, pm NW

Exploring the Arts in K/1The Arts, Music, and Early Years invite 30 Kindergarten/Grade One teachers for 3-4 half day sessions incorporating Visual Arts, Drama/Dance, and Music to explore the languages of drama, movement, visual expression, and music as a way of developing thinking and expressing emotions in young children. Through this module, we will discover effective ways to document and make visible the learning in your classrooms, and to share these insights at our professional learning sessions and through an on-line professional learning community.

Session 1: Investigating Visual Arts Materials and Practices: In this session we will begin to investigate the range of possibilities that present themselves when children use art materials in open -ended ways. You are invited to choose from painting, drawing, printmaking and sculpture

ideas. Looking at and talking about professional artists’ work will be woven into this session in order to see how images can provide exciting ways for children to connect stories and feelings to their own experiences.

Session 2: Music teaching and learning in the Early Years: This session will provide you with a practical opportunity to learn singing games, activities and creative music tasks appropriate for Kindergarten and Grade 1. Focusing on the Kodaly Approach to music teaching and learning, we will examine pedagogy and explore strategies for effective teaching and assessment. You will also have the opportunity to investigate primary music resources.

Session 3: Expression through Drama and Dance: In this half-day professional learning session, we will focus on drama and dance experiences that engage young learners in pretend play and kinaesthetic expression of thoughts, feelings, and ideas. We will explore ways to encourage young children to theorize, make inferences, and communicate their understandings through drama and dance.

Session 4: You will have the opportunity to bring your students to a theatre/dance performance at Theatre Direct. Follow-up activities will be facilitated in the classroom. Subsidized tickets will be provided.

Target Audience: K and Gr, 1 teachersFall Module: October – NovemberSpring Module: March – May

Kindergarten Learning Strategy for Full Day Kindergarten (FDK) This capacity-building series is to support each implementation phase of the Ministry’s Full Day Kindergarten strategy through a differentiated approach. Using TDSB Kindergarten Learning Strategy framework, the sessions will focus on learning through play and inquiry, the balance of one-on-one, small group and whole class teaching, and the role of observation and


documentation to scaffold young children’s learning. Special emphasis will be on early reading, oral language development and the team work between the kindergarten teacher and the early childhood educator as key to developing a classroom community and positive climate for joyful learning.

For Phase 1 FDK schoolTo bring kindergarten teachers, ECEs and Principals together to build on 2010--2011 sessions:

East Region Fall DatesNovember 22 am - NE 1,2,3, 6 November 22 pm - NE 4,5November 23 am - SE 1,2 November 23 pm -SE 3,4,5

West Region Fall DatesNovember 25 am - SW 1,6 November 25 pm - SW 2,4,5November 28 am - NW 1,2,3,4 November 28 pm - NW 5, & 6

East Region Spring DatesMarch 27 am - NE 1,2,3,6 March 27pm - NE 4,5March 28 am - SE 1,2 March 28 pm - SE 3,4,5

West Region Spring DatesMarch 29 am - NW 1,2,3,4 March 29 pm - NW 5,6March 30 am - SW 1,6 March 30 pm - SW 2,4,5

For Phase 2 FDK schoolsTo bring kindergarten teachers, ECEs and Principals together to build on the June, 2011 Introduction session. Fall DatesOctober 25 am NE plus some SE schools;; pm SE schoolsOctober 26 am NW;; pm SW

Spring DatesFebruary 22 am NE am plus some SE;; pm SEFebruary 24 am NW;; pm SW

For Phase 3 FDK schoolsThe focus will be introducing Phase 3 Principals to the FDK program through

and visits to classrooms.

Dates: October 2011

For Phase 3 FDK schools For Principals, Kindergarten Teachers, Early Childhood Educators This will be an introductory session to FDK teachers, ECEs and Princi ls as a early years team to TDSB Kindergarten Learning Strategy. Attention will also be given to working together as an early learning team, timetabling of the day, play-based learning, role of direct instruction, and inquiry.

Dates June 12 NE June 13 SE June 14 NW June 15 SW

P.11


Demonstrations of Exemplary Practice in the Kindergarten, Grade 1 & Grade 2 classroomsDemonstration Classrooms are a means to support best practices in the Early Years and improve teacher effectiveness in order to improve student achievement and outcomes. By having a facilitated visit to an exemplary classroom, teachers will deepen their understanding of teaching practices,

of engaging with children of this age and a wide range of practices that best support student learning.

new learning and develop a plan with the support of the facilitator to implement change in their respective classrooms. Teaching and Learning team members then follow-up with visiting teachers in their own classrooms to support the application of the new learning.

The demonstration classrooms will exemplify:

Demonstration Classroom 1: Full Day Kindergarten Primary Focus: FDK programming, working as an Early Learning team, Inquiry, play-based learning, timetabling, planning, assessment of and for learning. Demonstration visits are available in the Fall, Winter, SpringLocation: Fairglen P.S.;; Birchcliff;; Pape;; Queen Victoria;; Brock;; Parkview;; Westmount;; BendaleDates: November 2011, February, May 2012

Demonstration Classroom 2: KindergartenPrimary Focus: FDK programming, working as an Early Learning team, Inquiry, play-based learning, timetabling, planning, assessment of and for learning. Demonstration visits are available in the Fall, Winter, SpringLocation: Fairglen P.S.;; Birchcliff;; Pape;; Queen Victoria;; Brock;; Parkview;; Westmount;; BendaleDates: November 2011, February, May 2012

Demonstration Classroom 3: Grade 1 and 2Primary Focus: Inquiry, learning through centres, timetabling, planning, assessment of and for learning. Demonstration visits are available in the Fall, Winter, SpringLocation:William BurgessDates: November 2011, February, May 2012

Demonstration Classroom 4: KIP classPrimary Focus: Effective Kindergarten programming in a KIP setting. Inquiry, play-based learning, timetabling, planning, assessment of and for learning, as

available in the Fall, Winter, SpringLocation: Sheppard PS Dates: October 2011 - May 2012




Student Engagement 1: Literacy Information EveningsFamil Literacy evenings will focus on topics relevant to school communities such as: How to engage in book talk with your child, how to read with your child, the importance of home languageTarget Audience: Kindergarten students, families and teachersDate: Throughout the year

Student Engagement 2: Welcome to Kindergarten sessions“Welcome to Kindergarten” program by school staff for parents of new

student relationshipTarget Audience: Kindergarten students, families and teachersDate: February - May

Early Primary Collaborative Inquiry (EPCI)Alignment of practices from Kindergarten to Grade 2 through the use of collaborative inquiry and lesson study. The focus of the collaborative inquiry led by principals and/or teachers is on student engagement and critical thinking using inquiry to develop consistency of school and classroom practices that are responsive to the learner.

Participants will meet approximately 5 times throughout the year to develop their inquiry questions, work together to moderate and share practices, monitor the impact on students learning and re-calibrate the instruction as a professional learning community. This cycle of professional learning together by teachers and/or Principals, with Early Years instructional leaders as resource develops sustainibility of effective instructional and leadership practices.

Target Audience: School teams consist of Kindergarten, Grade 1, and Grade 2 teachers, and lead Principals across 4 quadrants of the Board.

Dates: To be determined by the EPCI team

TEACHER LEADERSHIP


MODULES OF LEARNING

Comprehensive Literacy in the Primary GradesLet’s examine the components that create an effective learning environment for literacy. Using the Literacy Expected Practice Matrix and the Guide to Effective Reading Instruction, participants will consolidate and extend their understandings about shared, guided and independent reading and their role

module will include an examination of:- The critical role of oral language- Small group guided and shared practice- Assessment for and as learning to maximize student achievement- How to differentiate to ensure that all students are successful- Timetabling for success- Gradual release of responsibility- Strategies to engage readers and writers- Critical literacyEach of the above will be given emphasis in relation to the others to ensure deep understanding of their connectedness at the same time how each contribute to problem-based learning and engagement of higher order thinking.

Target Audience: Grades One to Three TeachersWest Sessions:Dates: November 23 December 14 February 1 May 23

East Sessions:Dates: November 25 December 12 February 15 May 23

Using Running Records to Improve Student Achievement: DRA – What Next?DRA - What next? We will use information from the DRA and/or running records to explicitly link instruction with assessment to improve student learning and intentionally move students to the next level of reading success. The Literacy Expected Practice Matrix as well as the Guide to Effective Reading Instruction will serve as the foundation and framework for this work. This module will provide teachers with the opportunity to examine:- How to use running record data to plan for instruction and/or intervention- A variety of small group teaching structures that promote increased student learning and independence- Individual assessment information and the differentiated instruction which will best support the learner- Methods for continuous monitoring of student progress- The importance of the gradual release of responsibility

E/LEnglish / Literacy


- Demonstrations of guided practice to scaffold learning to read and reading to learn

by Teaching & Learning instructional leaders and Reading Recovery Teacher Leaders. Each session is a half day session.

Target Audienc: Kindergarten teachers Dates: October 3 November 4 November - December: Observing Behind the Glass session January 26 February 13

Teaching Up: Understanding EQAO to Improve Student Achievement Grade 4 - 6Primary Focus: Assessment;; Higher Order Thinking, Differentiated Instruction

This module will make explicit the links between the Provincial Language Curriculum, the EQAO assessment and a comprehensive literacy framework. Participants will:- Focus on key principles and strategies to improve achievement for all students- Understand deeper assessment for and as learning and in greater detail to ensure sound instructional practice and guide intentional teaching- Co-construct a shared repertoire of effective teaching/learning strategies- Increase ownership for student achievement beyond grade 3 and 6 teachers Commitment to attend all 4 sessions is expected.

Target Audience: Grade 4 - 6 teachers with preference given to OFIP and SIM schoolsDates: October 18 December 6 February 8 April 5

Using CASI Data to Improve Student Achievement Grades 4-8Primary Focus: Assessment;; Higher Order Thinking, Differentiated Instruction

Participants will examine the role of assessment as it relates to a comprehensive literacy program. The Literacy Expected Practice Matrix and the CASI assessment will serve as the foundation for this work. Participants will explore:- The connection between assessment and instruction and the importance of differentiated instruction as it relates to improved student performance- The reading/writing connection by unpacking the Ontario Language Arts Curriculum - Explicit teaching tailored to individual needs based on assessment- TDSB Literacy Expected Practice Series and Guides to Effective Instruction- Indicators of student success

Target Audience: Grade 4 - 8 teachers, special education teachers

East RegionDates: October 17 November 14 January 10 February 10

E/L


West RegionDates: October 31 November 15 January 12 February 6

Closing the Gap Grade 7 - 8Primary Focus: Using the Student Success Literacy Diagnostic resource to close the achievement gap on the OSSLT, and to create intentional partnerships between special education and core teachers and work as team to improve students as readers and writers.

many students who are not yet reading and writing at grade level. As CASI is a reading assessment only, the writing assessment of the Student Succes

assessment enables teachers to use the data about their students’ reading and writing skills to explicitly teach the skills students needed for success in their school subjects and also on the OSSLT. The diagnostic yields evidence that can be used to match texts to students for instruction in reading and writing. The sessions will focus on:- Implementation of the diagnostic in the classroom- Moderated marking of reading and writing tasks- Explicit teaching of reading and writing strategies informed by the data from the diagnostic- Examination of student data to determine next steps in lesson planning- Monitoring to ensure student progress

Target Audience: Pairs of special education teachers and core teachers from grade seven and grade eight classrooms

West RegionDates: October 11 December 13 February 16 April 18

East RegionDates: October 18 December 14 February 7 April 11

Improving Student Achievement Using the Literacy Success DiagnosticPrimary Focus: Explicit teaching, moderated marking, data driven lesson planning and small group instruction.

This series of three interactive sessions will target those schools not represented at the series held in 2010-2011. We know that students can’t read what they can’t read. This assessment enables teachers to match appropriate texts to students by using the diagnostic data about their students’ reading and writing skills, and how to explicitly teach the skills students need for success in their school subjects and also on the OSSLT. The sessions will focus on:- Implementation of the diagnostic in the classroom- Moderated marking of reading and writing tasks- Explicit teaching of reading and writing strategies to support data from the diagnostic- Examination of student data to determine next steps in lesson planning- Monitoring to track student progress


Target Audience: Applied 9 and Applied 10 English teachers

the second semester

Teaching using Controversial and Sensitive TextsPrimary Focus: Critical Literacy;; Higher Order Thinking

Using the lesson study framework, teachers will work collaboratively to plan, create and teach lessons based on a controversial text. Teachers will use the information from the resource “Teaching using Controversial and Sensitive Issues” to co-construct a learning goal that they would like to explore in their classroom. As part of the collaborative lesson study, teachers will:- collaborate to plan and create a lesson using the same/similar controversial text- each teach the lesson in their classroom while being video-taped- come together to view each others lessons and offer observations, and next steps- collaborate and plan the next lesson based on feedback and student needsTeachers report back on the value of lesson study and how it supports learning in the use of controversial texts.

For Grade 7 - 8Target Audience: Grades 7 - 8 teachersDates: November 8 January 17 March 7 May 9

For Grade 9 -10Target Audience: Grades 9-10 teachersWest RegionDates: October 17 November 30 January 16 April 3 East Region Dates: October 21 November 16 January 16 February 14

Teaching with Controversial and Sensitive TextsThis module will explore the following: - Rationale for the use of controversial and sensitive texts - Familiarization with appropriate documents and policies - Explicit teaching strategies to support the use of controversial and sensitive texts - Guidelines for resource selection - TDSB case studies - Professional reading to promote dialogue and discussion as it relates to culturally responsive and relevant pedagogy

This module will be facilitated by a team of SWSH, Library and Learning Resources, Equity, Health and Physical Education, Science and Technology instructional leaders

Target Audience: 6 teachers per FOS as follows - CL/ACL with responsibility for Humanities or English - One teacher/librarian - One French Immersion teacher - One elementary teacher


- Two additional participants as determined by SOE

Dates: October 5 January 24 April 17

Interdisciplinary Teacher Collaborative Inquiry Grade 1 - 8Primary Focus: Elementary teachers with literacy or science responsibility

New research demonstrates clear and compelling links between science, literacy and student achievement. This research positions “the acquisition of the knowledge, skills and dispositions of science as the end, and language and literacy as part of the array of means that can help students achieve that end.” Students who receive literacy instruction embedded in science content

will have opportunities to actively craft an authentic inquiry question (eg. What

with an emphasis on student learning and engagement and disseminate their

This module will be co-facilitated by science and technology and English/Literacy instructional leaders.

Target Audience: - elementary teachers-recommended to come in pairs, - secondary teachers – English and Science and Tech, - the vteacher-leaders from Collaborative Inquiry 2010/2011

Date: TBA

Demonstration Classroom 1 Behind the Glass - we will be observing teacher and student reading and writing together. Focus will be on the precision of srategies used to scaffold te student and the reading, writing, and oral language connections. Of interest is how the teacher documents the student’s reading behaviour to make teacing decisions.

Demonstration Classroom 2Guided Reading: What does small group learning look like? These demonstration classrooms will provide visiting teachers with the opportunity to look at guided small group instruction practices that demonstrate purposeful, active, and cooperative learning opportunities for students. Visiting teachers will be able to observe teachers as they model instructional strategies and classroom management structures that support their students in becoming independent problem-solvers and critical thinkers.

Demonstration Classroom 3A number of demonstration classroom opportunities will be available to interested teachers throughout the year. The visits will be intentionally structured to support the framework of the Teaching and Learning Expected Practice Series, Literacy K-12.



Our Voices, Our StoriesTarget Audience: All participating students and teachersDate: Throughout the year, culminating in June

Engagement 1: Everyone Has a StoryOral language continues to be the foundation of literacy development and is one of the underpinnings of the Expected Practices in Literacy. Continuing the rich tradition of storytelling, participants from across the TDSB will have an opportunity to learn the art and craft of storytelling with two master storytellers in a three part series. In partnership with Storytelling Ontario, teacher-participants will learn the essentials of storytelling and how to help children

a site which will allow participants to connect with some of the rich and diverse cultural traditions within the TDSB storytelling community. Students will have an opportunity to share their stories in a variety of different formats. Stories will be showcased during Education Week on Storytelling Day.

Engagement 2: Digital StorytellingGrade seven and eight teachers work with their students to create digital

English language le ners). This will be a six module series, three of which will be devoted to the craft of writing a memoir and three will be devoted to digital applications. The students will share their stories with selected audiences on Storytelling Day during Education Week. Memoirs will be posted on TDSB website.

Partnership: Instructional leaders from The Arts, English/Literacy, Instructional Leader from ICT, teacher-leader from Aboriginal school, and teacher-librarian

Engagement 3: Quadrant Poetry CelebrationsThis course will be offered to 24 teacher-leaders in each quadrant and will combine the pedagogy of writing poetry in a digital environment. Teachers will create their own poem and then put them into a variety of digital and traditional applications. The course will simulate the teaching happening in classrooms. These 24 teacher-leaders will be responsible for developing the format of the celebration. All poems will be published on a website. Course participants

poems and distributed system-wide. Teacher-leaders who are trained will be responsible for facilitating the course next year.

Partnerships: TACIT teachers, Teacher-Librarians, English Instructional Leaders, FOS Coaches

Leadership Development to Improve Student Learning and EngagementOver a series of interactive sessions, participants will work with resources and practical, effective and “use-it tomorrow” instructional strategies as they provide leadership to their secondary school English and Literacy curriculum and initiatives. Participants will engage in differentiated learning sessions presented by TDSB teachers and Instructional Leaders. Lisa Delpit’s Other People’s Children, will be provided for book study on culturally responsive and relevant pedagogy . Participants will also visit a leadership focused English Demonstration classroom.


TEACHER LEADERSHIP


Partnership with Equity

Target Audience: English Cl/ACL’s & Literacy CL/ACL’sDate: October 2011 - May 2012, November - December 2011 February - March 2012

Literacy PLC’s That Work!This series of capacity building workshops and school visits will use the collaborative inquiry model to investigate avenues for school literacy improvement.

then create and implement a plan for improvement. An Instructional Leader will provide in-school support along the way (moderated marking, teaching materials development, etc.).

presentations from successful literacy committees, and to share resources and ideas.

start of the year, the plans with new OSSLT results, with an eye to planning for the next year.

These sessions will teach how to interpret OSSLT data so participants can do it on their own as well as teach others how to do it. Teachers will do moderated marking of OSSLT diagnostic questions and increase their knowledge of the

allowing all staffs to move forward faster and with more certainty.

These sessions will be held in each quadrant and the PLC will meet three times during the year.

Target Audience: Small group from interested schools, including the administrator, the CL/ACL of literacy and one or two participants from a subject area other than English

Partnership: Ministry of Education- LNS & SSL18OFIP Partnership: Central sessions will be held to engage both principals and teachers. Schools will have opportunities to explore past successful practices. An Instructional Leader will be assigned to each OFIP school to guide and support.


MODULES OF LEARNING

Teaching Second Language Learners: The Power of Social Justice Issues Grades 1 - 8 This module brings ESL/ELD teachers together to examine teaching English language learners by using local and global social justice issues. Attention is paid to the connections between language acquisition and content, and how the connections can accelerate student’s language development through authentic problem-based learning that engages students. Participants will engage in a collaborative teacher inquiry, with components of action research and professional dialogue. Participants will:

curriculum areas

journal writing, digital stories, etc.)

This module consists of 4 half day sessions (1;;00 - 4;;00 pm) and teachers registered in this module are expected to commit to all sessions

Target Audience: Elementary ESL/ELD Teachers

East RegionDates: October 19, 2011 January 17 2012 March 21, 2012 May 23, 2012

West RegionDates: October 20, 2011 January 19, 2012 March 23, 2012 May 24, 2012

Creating Digital Books for English Language Learning Grades 1 - 12Primary Focus: Arts-Focused digital literacy and language development for English language learners. Participating teachers must commit to all four half-day sessions.

Learning that is problem-based and authentic improves student’s motivation as well as improves their language and literacy development. One effective approach is the creation of digital books. The process of producing a digital book will not only provide English second language learners with opportunities for authentic language use, but also engage them in interdisciplinary thinking, concept applications, and their creativity. Teachers attending this module will learn how to integrate iPhoto software, artistic techniques, and the writing

ESL/ELDEnglish as a Second Language/ English Literacy Development


process to produce a cross-curricular digital e-book, as well as a hard copy

Participants will:- Design and submit a project plan based on a model template according to established timelines- Collaborate with a classroom/subject teacher on this project with release time provided for the collaboration- Receive ongoing support during project creation through platforms such as a Blog, Wiki, AW- Showcase and celebrate their students’ digital books during the culminating session

Target Audience: Elementary and Secondary ESL/ELD Teachers

Dates for Secondary Teachers:All sessions are 8:45 - 11:45 am October 14, 2011 November 4, 2011 December 6, 2011 May 10, 2012 Dates for Elementary Teachers:All sessions are 1:00 - 4:00 pm October 14, 2011 November 4, 2011 December 6, 2011 May 10, 2012

Empowering ESL/ELD Secondary School Leaders to Effectively Support English Language LearnersPrimary Focus: These 4-part modules will provide professional learning and networking opportunities to secondary teachers in ESL/ELD leadership roles as they respond to the academic learning needs of English language learners in the secondary panel.

These 4-session modules are designed to support and empower teachers in ESL/ELD leadership roles as they respond to the academic needs of English language learners in the secondary panel. Session topics include: effective strategies and programming to increase academic achievement for English language learners;; community/school partnerships;; using digital technology with ELLs;; culturally responsive and relevant pedagogy;; Growing Success and assessment and evaluation of English language learners;; and topics of interest to participants.

Target Audience: Secondary School ESL/ELD Curriculum Leaders, Assistant Curriculum Leaders and teacher leaders responsible for ESL/ELD curriculum delivery and programming in secondary schools

East RegionAll sessions are 8:45 - 11:45Dates: October 12, 2011 December 8, 2011 February 22, 2012 May 24, 2012

West Region:All sessions are 8:45 - 11:45Dates: October 25, 2011 December 1, 2011 February 21, 2012 May 8, 2012


ESL/ELD Elementary Demonstration ClassroomsPrimary Focus: Language and Literacy Instruction Across the Content Areas for Elementary English Language Learners

The demonstration classroom provides opportunities for both ESL/ELD and classroom teachers to observe an exemplary ESL/ELD program teacher, to

for English language learners in an inclusive classroom environment where culturally responsive and relevant practices are evident.

Highlights will include:- Validation of prior knowledge in teaching ELLs

- Collaboration with content area teachers- Characteristics of the effective learning environment for ELLs

- Assessment, evaluation and reporting for ELLs- Effective use of technology with ELLs

Primary Demonstration Classroom #1: Oakridge P.S. December 2011Primary Demonstration Classroom #2: Oakridge P.S. March 2012Primary/Junior Demonstration Classroom #3: Crescent Town E.S. January 2012

Junior Demonstration Classroom #1: McKee P.S. April 2012Junior Demonstration Classroom #2: Thorncliffe Park E.S.February 2012

Intermediate Demonstration Classroom # : Humberwood Downs JMA May 2012

Primary/Junior/Intermediate Demonstration Classroom: North East ESL/ELD Itinerant Teacher Date: TBA

LEAP Demonstration ClassroomsThe LEAP demonstration classroom will provide opportunities for elementary and secondary LEAP teachers to observe an exemplary LEAP program, to

for English language learners with limited prior schooling in an inclusive classroom environment where culturally responsive and relevant practices are evident.

LEAP Demo classroom #1 for elementary: Date: TBALEAP Demo classroom #2 for secondary: Date: TBA

Secondary ESL/ELD Demonstration ClassroomsThe secondary ESL/ELD demonstration classroom provides opportunities for ESL teachers to observe an exemplary ESL program teacher to engage in

language learners in an inclusive classroom environment where culturally responsive and relevant practices are evident.

Highlights will include:- Validation of prior knowledge in teaching ELLs

- Characteristics of the effective learning environment for ELLs- Research-based strategies for effective ESL instruction in secondary school- Assessment, evaluation and reporting for ELLs- Effective use of technology with ELLs



Secondary Demonstration Classroom East: Fall 2011 & Spring 2012Secondary Demonstration Classroom West: Fall 2011 & Spring 2012

Newcomer Reception Centres The ongoing work of the four Newcomer Reception Centres provides a welcoming and engaging environment for newcomer secondary school students, their parents, guardians, and families. A full-day dynamic assessment of each student’s English and mathematics skills is provided, along with a session with a guidance counsellor, and a school settlement worker. Over 4,000 secondary school students were welcomed and assessed during 2010/11. The Centres are opened all year except July.

Family of Schools ESL/ELD Itinerant TeachersProfessional Learning Sessions for FOS ESL/ELD Itinerant teachers

STEP Learning ModuleSession #1: September 22, 2011 8:45 – 11:15 Session #2: October 11, 2011 8:45 –11:15 Session #3: November 21, 2011 8:45 – 11:15 Session #4: December 20, 2011 8:45 – 11:15 Introduction to Action Research Project Monday, February 6, 2012 8:45-11:15

Aboriginal Art DemonstrationMarch 8, 2012 1:00 – 3:30 April 26 -27, 2012 All day

Teacher Action Research Project: Celebrating Linguistic Diversity Conference: May 14, 2012 1:00 – 3:30 June 18, 2012 1:00 – 3:30

Secondary ESL/ELD Teachers Mini Conference Date: February 17, 2012 at Greenwood Secondary School

Celebrating Linguistic Diversity Conference: ESL/ELD Coordinator is responsible for programming and planning the conference, assisted by a part-time conference manager. The conference is presented in partnership with OISE/UT, and is attended annually by approximately 1,200 teachers from across Canada. For the 2012 conference, on April 26 and 27, further details will be provided through DirectLine. TDSB teachers are encouraged to attend or apply to be presenters/facilitators of workshops.Our goal is to increase the number of presenters and participants from other provinces to further widen the professional sharing of best practices and networking that is such an important component of this national conference.


TEACHER LEADERSHIP


MODULES OF LEARNING

Pathways to Success – Grades 7-8Primary Focus: To assist with career development with a focus on all pathways and effective transition plans

To engage our students in understanding the relevance and importance of their learning in school, including the learning skills with the world beyond. This module will begin with the HRSDC established Essential Skills and Work Habits (Ontario Skills Passport). Teachers will learn how to make these connections to assist students in making decisions for their future. Session 1: Essential Skills and Work HabitsSession 2: Pathways and career planningSession 3: This session is designed to support classroom teachers of grade 7 and 8 students as they transition students from elementary to secondary school programs, navigate “Choices” and learn about the “More Ways” and other Student Success strategies/opportunities available in secondary schools.

Target Audience: Grade 7 & 8 teachersDates: January 2012 March 2012 May 2012

Interdisciplinary Studies & Experiential Learning Grades 9 -12Primary Focus: This module will focus on the development and delivery of interdisciplinary courses (IDC3O, IDC4O and IDC4U).

The goal of this module is to ensure all interdisciplinary courses are compliant with Ministry policy, are engaging and rigorous, provide differentiated learning opportunities for students, and use assessment as and assessment for learning to improve student achievement. Establishing a network of teachers involved in interdisciplinary studies through ongoing participation in a wiki will develop partnerships and relationships between teachers and schools.In addition, participants will learn and/or address how to embed experiential learning (industry partners) into an IDC course to bring greater relevance to learning and enhance student engagement.

Session 1: October 26th (full day) IDC Courses – Policy, Implementation, A & E – Teachers will explore the Ministry Curriculum document, and TDSB’s Making Connections in order to understand the policies of Interdisciplinary Studies and the assessment and evaluation of IDS overall expectations. Experiential Learning, as well as research components of courses will be a focus for this session.

Session 2: December 6th (half day) Digital resources and Web 2.0 tools for interdisciplinary learning and for

ExLExperiential Learning


for introducing and implementing IDS courses to students and parents in preparation for upcoming course selection.

Session 3: February Individual teacher sign up for demonstration classroom. Teachers participating in this module will visit a demo classroom with colleagues with similar focus to their own, with an eye toward assessment for and assessment as learning

Session 4: April 24th (full day) Collaborative sharing and writing teams - workshop

Target Audience: Teachers of Interdisciplinary Studies;; Teachers contemplatingDates: October 26 - full day December 6 - half day February - full day at a demo classroom April 24th - full day

Growing Success in Action!Primary Focus: Assessment and evaluation that will tie in essential skills, safety, experiential learning activities. Recent changes to the Learning Skills and Work Habits section of the student evaluation will also be covered.

This module bring together participants from Business Studies, Technological Education, and Co-operative Education with a focus on the application of assessment for, as and of learning.

Session1: The December session provides overview of Growing Success and how it informs instructional/assessment practices to improve student learning, as it applies to Experiential Learning. Recent changes to the Learning Skills and Work Habits portion of Assessment & Evaluation will also be addressed in this session.

Session 2: The February session will focus on break-out groups looking at how assessment for learning and assessment as learning look like in the following key areas: safety, personalized learning plans, curriculum development. Connection to Learning Skills and Work Habits will be made again.

Session 3: of promising practices.

Target Audience: Secondary teachers of Co-operative Education, Business Studies, and Technological EducationDates: December 2011, February, April 2012

FIRST Robotics Safety and Procedures Workshop SeriesPrimary Focus: Ensure all teaching staff and mentors have the essential skills and safety knowledge to run safe FIRST Robotic Competition (FRC) programs in our schools

The sessions in this module are being delivered to all teachers and mentors of First Robotics Competition (FRC) teams to ensure that they all have general

technology equipment.

Session 1: The October session addresses general safety practices for all teachers and mentors on FRC teams. Purchasing procedures for technology equipment will be covered to emphasize roles of the teachers and mentors.


Solicit questions about safety and use of machinery to be discussed in sessions 2 and 3.

Session 2: The November session will be the alternate session addressing safety on various machines that are used by FRC teams. Discussion of safety and use of machinery issues from Module 1.

Session 3: The December session addresses safety on more advanced machines by FRC teams, which are not addressed in Session 1 and 2.

Target Audience: Secondary FIRST Robotics teachers and outside FIRST Robotics mentors involved with our teams Dates: October, November, December 2011

Engagement 1: Skill Demonstration CompetitionsSkills TDSB/Ontario/Canada: TDSB competitions provide qualifying opportunities for the Provincial contest (OTSC), and then National contests. Students compete in a timed, skill-driven demonstration in a wide variety of content areas (i.e. Hairstyling, Welding, or Baking). Intensive coordination is required throughout the year.

The Ontario Science Centre partners with the TDSB Experiential Learning department in showcasing a number of innovative and creative initiatives that students create through interdisciplinary projects. Teachers in Technological Education, Business Studies and Cooperative Education work with other subject areas to create a “project” that encourages students to develop problem solving skills, technacy skills, team skills, literacy and numeracy skills. This opportunity is offered to elementary and secondary students.

Competition Date: May 2011.

For further information, contact Ca men Camuti, Program Coordinator Experiential Learning

Engagement 2: Recognition Events – Dual Credits/OYAP/SWAC/ELLI/Co-opRecognition Event #1: Orientation/Year-end Celebrations for Dual Credit StudentsOrientation events on the college campus to prepare students in their transition to their dual credit courses, including tours, course outlines, assessment & evaluation procedures, disability/student services, and college life. Dates: August/Sept 2011 and January/February 2012

Celebration events on the college campus that celebrate student success and achievement in the Dual Credit program. Parents, students, teachers, college faculty, board representatives are all invited to attend.Date: June 2012

Recognition Event #2: A SWAC Ceremony is hosted at the end of each semester to congratulate and recognize all students who successfully complete their secondary school and dual credit college courses in SWAC.

Recognition Event #3: Co-op Celebration Events – celebration events for cooperative education are supported by the EL team to express appreciation to the supervisors who provide ongoing guidance and support to TDSB students and to celebrate the achievements of students.



Recognition Event #4: OYAP has three end of year celebration / transition to apprenticeship events: the accelerated OYAP Celebration, Central Technical School Specialized OYAP celebration and the CITIMotive celebration. All three events recognize the achievement of students in the program, the contribution of industry partners, and create awareness in the community. In addition, students are provided with materials and information to make the transition to apprenticeship as seamless as possible.

Recognition Event #5: ELLI has one year end Celebration “Experiential Learning Celebration”, to recognize the accomplishments of all students who participated in Level 2 and 3 Experiential Learning opportunities. Students are

support staff, college students, and teachers are recognized and thanked for the supporting role they play to enhance student success. This event takes place at the end of May each year.

For further information on the Recognition Events, contact Ca men Camuti, Program Coordinator Experiential Learning

Engagement 3: PartnershipsPartn rship #1: TTC “Front of The Line” Apprenticeship opportunity: graduating students with strong Transportation Technology course-performance invited to apply for a very unique Truck and Coach apprenticeship opportunity at the TTC (full career!). Coordination starts in September, continues in November/

interviews and hiring announcement.

Partnership #2: Ministry of the Attorney General (MAG) Careers in Law Day / Cooperative Education pilot project – students (target audience was AfroCanadian students) visited the MAG for a full workshop aimed to provide students with an awareness of the various career opportunities at the MAG. This was followed up with students in co-op having an opportunity to apply to various co-op placements offered at the MAG.

Partnership #3: Industry - The Experiential Learning team works very closely with TDSB Partnership Development to develop and nurture industry partnerships to enhance student learning. Some examples: Salvation Army, The Home Depot, Toronto Botanical Gardens, The Jewil Project, Ministry of the Attorney General, University Health Network, Sunnybrook Health Sciences Centre, Bank of Montreal, Big Brothers and Big Sisters, Goodwill Industries

Partnership #4: SCWI Activities – collaborative projects between college partners and the TDSB with the intention of exploring areas of articulation, partnership and alignment and extending reach-ahead opportunities to students in secondary schools to highlight post-secondary education (funded by SCWI) [September – June]

Partnership #5: T.O.K.T.W. Day – Grade 9 students go to work with their parent/guardian/caregiver to explore future careers, the importance of staying in school, parent’s role in making a living and supporting a family (in collaboration with the Learning Partnership) [November]

Partnership #6: Humber “Camp Choice” for Grade 7-8 students – offers a series of fun-packed youth programs for students in the TDSB. Programs are designed to expose them to college life and all the different career paths available to them (funded by SCWI & TDSB) [May & June]

For further information on Partnerships, contact Ca men Camuti, Program Coordinator Experiential Learning


Engagement 4: Student-Based or Student-Centred- Money App$: them as they move to the workplace, college, apprenticeship, or university. The program’s focus :“How to Manage Your Money after High School”

subject areas. Three areas of learning: budgeting;; borrowing;; investing

- The SAGE (Students for the Advancement of Global Entreprenuership) program provides students interested in entrepreneurship with opportunities to develop and implement innovative projects which will impact their school, community, and beyond. Mentorship programs, workshops, and mult -level competitions connect students to an international network of high schools. In the process, students develop many skills: project management, communication, marketing, and business development.

- “Young Workers Symposium”: a workplace safety presentation facilitated by Rob Ellis, founder of “Our Youth at Work” and industry safety ‘champions’. Students learn about their rights and responsibilities in the workplace;; self-advocacy is the focus.

DECA (Developing Excellence Celebrating Achievement) provides students with hands-on experience in the world of marketing, business, and entreprenuership. Working with corporate and community sponsors, secondary

consensus building, goal orientation, and interpersonal skills. Students are supported in their competition preparation through workshops, conference and school acitivities. Competing at the provincial, National, and International levels offers students the prospect of broadening their horizons in academic, career and personal areas.

- FIRST Lego League (FLL) - Grades 4-8Uses the Lego Mindstorms NXT kit to build a micro-controlled Lego robot to accomplish a number of missions based on a real world theme. (e.g. Climate change) Students also do a project around the theme and present it at the competitions.

- Junior FIRST Lego League - Grades K- 3Uses Lego kits to build a model based on the FLL theme of the year. The students also do research to create a poster of information about the theme.

- FIRST Robotics programs (Jr. FLL, FLL, FRC) and VEX roboticsFor Inspiration and Recognition of Science and Technology (FIRST) is a unique set of programs based in inspiring students to get involved and interested in STEM. (Science, Technology, Engineering and Mathematics)

- FIRST Robotics Competition (FRC) - High SchoolThe FIRST Robotics Competition is an innovative program that inspires students by using industrial leading edge components to build an industrial robot in 6 weeks.

- VEX Robotics - Middle/High SchoolsUses the VEX robotics design system for classroom or team competition. It is the largest and fastest growing middle and high school competition in the world.


Co-op teachers and ELLI studentsExperiential Learning team works with - ELLI Team (low incidence teacher, physiotherapist, occupational therapist, job coaches, and college co-op students): training, curriculum resources, policies and procedures, health and safety- Student Facilitators and Cooperative Education teachers and any teacher wanting to deliver any other forms of Experiential Learning. Student Facilitators to assist with securing ELLI placements in larger corporations/businesses for an end goal to build ELLI database.

Co-op teachers, Business teachers, Tech teachers

SHSM teachers SHSM teacher workshop/meetings, providing support for CLA writing, budget,

TEACHER LEADERSHIP


MODULES OF LEARNING

Le Réseau de la MaternellePrimary Focus: Small group and play-based learning in Senior Kindergarten French Immersion

SKFI teachers will have the opportunity to explore and implement small group learning in the French Immersion classroom. In this module, teachers will- examine and discuss how to build and enhance the students’ development of oral language skills through play-based learning. - explore how to develop reading and writing skills through the implementation of small group shared instruction. This module con ists of two full days and two after-school sessions provided.

Target Audience: Senior Kindergarten French Immersion teachers Dates: Session 1: October 23 & 28, 2011 Session 2: January 30, 2012 February 1, 2012 Session 3: May 16, 2012 May 17, 2012

Lecture en petits groupes au primairePrimary focus: Guided Reading in primary French Immersion

This module is offered as a three part series. Teachers will examine data from Alpha Jeunes, the tool for assessment for learning in reading, to assist in

implementation of Guided Reading. They will explore the organization of both the small group learning and the establishment of literacy centres as well as the appropriate resources to assist in the implementation.

Target Audience: Grades 1-3 French Immersion teachersDates: November 3, 2011, December 7, 2011, January 18, 2012 All sessions are full day

Extended French – La litéracie à travers le curriculumPrimary focus: Cross curricular literacy development

This module is designed to support Extended French teachers in program planning for the development of students’ language and literacy skills across the curriculum. Teachers will discuss the implementation of language acquisition through Social Studies/History and Geography and The Arts. They will review short and long range planning as well as appropriate resources and assessment strategies that support second language learners.

Target Audience: Grades 4-8 Extended French teachers Dates: October 19, 2011, February 9, 2012, April 19, 2012 All sessions are full day

FSL/CILFrench as a Second Language;; Classical & International Languages

FSL/CI


L’approche communicative en français cadrePrimary focus: Communicative Language Teaching in Core French classrooms

This module is offered as a 4 part series to teachers who have participated in the session entitled “Oui, je parle français!” which was designed to promote an initiation into the topic of CLT (Communicative Language Teaching) and the CEFR (Common European Framework of Reference). Participants will explore more deeply the principles of CLT with respect to all strands of the FSL curriculum, will co-construct and implement CLT activities/tasks and will share student work for moderation.

Target Audience: Grades 4-12 Core French teachers Dates: October 14, 2011 November 4, 2011 March 2, 2012 April 20, 2012 All sessions are full day

Nous sommes tous écrivains!Primary focus: Modeled, Shared and Independent Writing for Immersion and Extended French students, Grades 7,8,9, through performance based assessment.

This module, comprised of 3 sessions, will provide teachers of Extended and Immersion French, grades 7-9. he opportunity to examine a rich writing task related to the History/Geography curriculum;; to implement the task in their classrooms;; to examine student work through moderated marking and to collaborate to develop further tasks.

Target Audience: Teachers of Grades 7,8,9 French Immersion/Extended Dates: March 2, 2012;; March 30, 2012;; May 4, 2012 All sessions are full day

“Oui, je parle français!”Primary Focus: Communicative Language Teaching – CEFR Awareness

This is a one session professional learning, offered three times in the year, to support the Ministry of Education initiative of developing awareness of the CEFR and the principles of Communicative Language Teaching as an approach to oral language acquisition.

Target Audience: Core French teachers Grades 4-12Dates: September 26, 2011;; February 27, 2012;; April 30, 2012 All sessions are full day

Assessment for Learning in ReadingFrench Immersion teachers are given the opportunity to be trained in diagnostic assessment tools for SK- Grade 8 (Alpha Jeunes, Trousse diagostique de Lecture). Teachers will examine the tools appropriate to their grade level;; explore how to complete a running record and discuss the use of the data for program planning notably for Guided Reading instruction.

Alpha Jeunes Sessions: September 16, 2011 April 25, 2012. Trousse diagostique Session: September 19, 2011 All sessions are full day.


Ready, Set, Go! Getting Started in French and International Languages ClassesPrimary focus: Getting started for Beginning French and International Languages teachers

This is a 3 part module for Beginning teachers of French and International languages programs. The sessions are designed to provide teachers with information related to program planning, assessment and evaluation and resources to develop teaching and learning practices to engage students from the outset. Participants will co-plan lessons and have the opportunity to observe classroom practice through videos and online examples.

Target Audience: Beginning teachers of French Core, Extended and Immersion and International Languages programs Dates: September 15, 2011;; October 26, 2011;; January 25, 2012 All sessions are full day

Professional Learning Community for Secondary Teacher Leaders – French Immersion and Extended FrenchPrimary focus: Differentiated Instruction and Small Group Learning

In this 4 part module, teacher-leaders of Immersion/Extended French will have the opportunity to explore the implementation of small group learning in FIF and FEF classes. The discussion will focus on program planning for differentiated instruction as well as how to build a PLC in their school. As part of this module, teachers will visit a Demonstration Classroom to observe the implementation of small group learning.

Target Audience: CLs and ACLs of French Immersion and Extended French Dates: November 10, 2011 with a November Demonstration Classroom January 27, 2012 with a February Demonstration Classroom All sessions are full day

Professional Learning Community for Secondary Teacher Leaders – Core French and International LanguagesPrimary focus: Book Study group for CLs and ACLs of Core French and International Languages

Secondary schools have received resources to assist in the implementation of Book Study through a PLC at the school level. In this module, CLs and ACLs will have the opportunity to discuss information provided in the resource, primarily Strategies for Success. They will focus on program planning for differentiated instruction and how to build a PLC in their school.

Target Audience: CLs and ACLs of Core French and International Languages Dates: October 6, 2011 December 1, 2011 February 24, 2012 April 27, 2012 All sessions are full day


Professional Learning Community for Classics TeachersPrimary focus: The use of technology in the Classics program

Participants will learn s ills in the use of technology in the Classics programs such as DVDs, Smart Boards to enhance the program and engage students. They will also learn how to address conditions of learning in a digital environment. There will be an opportunity to visit a Demonstration Classroom at Lawrence Park CI as part of this module to observe the implementation of technology in the classroom. Teachers will also be able co-plan lessons.

Target Audience: Secondary Classics teachersDates: October 2011 February 2012 April 2012 All sessions are full day

Demonstration Classroom 1: SKFI Primary Focus: Play-based learning Participants will explore a Senior Kindergarten French Immersion classroom that is buil on centers and play-based learning. Of particular interest is the organization of the centres, resources and materials that make learning for our early years learners accessible and contributes to the interaction between the teacher and the students in French.

Target Audience: SK French Immersion teachersDates: November 2011;; February 2012

Demonstration Classroom 2: Inquiry based Learning in PrimaryParticipants will observe a Senior Kindergarten French Immersion teacher who is implementing play-based and inquiry based learning. Of particular interest is the environmental print, centres and small group learning.

Target Audience: SK French Immersion teachers Date: November 2011;; February 2012

Demonstration Classroom 3: Grade 1/2 French ImmersionPrimary Focus: Combined Grades in Early French ImmersionParticipants will observe a combined grade 1/2 in an Early French Immersion program. Of particular interest is program planning for a combined grade and the implementation of small group learning.

Target Audience: Grade 1-2 French Immersion teachersDates: October 2011;; November 2011;; January 2012

Demonstration Classroom 4: Grade 2 French ImmersionPrimary Focus: Guided Reading/Small Group Learning Participants will observe a Grade 2 French Immersion class. Of particular interest is the implementation of small group learning, Guided Reading and Literacy Centres for students in a French Immersion program.

Target Audience: Grade 2 French Immersion teachersDates: October 2011;; February 2012;; April 2012



Demonstration Classroom 5:Grade 4/5 French ImmersionPrimary Focus: Differentiated Instruction/ Combined GradesParticipants will observe a combined grade 4/5 class in an Early French Immersion program. Of particular interest is program planning for a combined grade and the implementation of differentiated instruction to meet the needs of all students.

Target Audience: Grade 4-5 French Immersion teachersDate: February 2012;; April 2012

Demonstration Classroom 6: Grade 4 Extended French Primary Focus: Literacy development in a second language program for students at the grade 4 levelParticipants will observe a grade 4 Extended French classroom. Of particular interest is the development of literacy and critical thinking skills in a second language program with beginners.

Target Audience: Extended French teachers Dates: November 2011;; February 2012

Demonstration Classroom 7: Grade 6 Extended French Primary Focus: Small Group Learning in Junior Extended French/ Assessment For and As LearningParticipants will observe a grade 6 Extended French classroom. Of particular interest is the differentiated learning provided by small group instruction;; the development of success criteria and the use of descriptive feedback for the students.

Target Audience: Grade 6 Extended French teachersDates: November 2011;; February 2012

Demonstration Classroom 8: Core French Grades 4-6 Primary Focus: Communicative Language Teaching ApproachParticipants will observe Junior Core French grades 4-6. Of particular interest is the use of French at all times as the medium of instruction and the emphasis on building oral language skills for all students.

Target Audience: Grade 4-6 Core French teachersDates: November 2011, March 2012

Demonstration Classroom 9: Grades 4-6 Core FrenchPrimary Focus: Learning Centres in Core FrenchParticipants will observe how the teacher has established and implemented Learning Centres in a Core French program. Of particular interest is how the learning is differentiated and how students are encouraged to work independently and maintain French as the language of the classroom.

Target Audience: Grade 4-6 Core French teachersDate: October 2011, January 2012

Demonstration Classroom 10: Grades 4-6 Core FrenchPrimary Focus: An “à la cart” program and the use of technology Participants will observe a teacher who is delivering the Core French program “à la cart” for grades 4-6. Candy has also incorporated the use of the Smart Board as a technique to enhance the teaching. Of particular interest is the organization, the routines and the use of resources in a non- classroom situation.


Target Audience: Gr. 4- 6 Core French teachers who do not have a classroomDate: December 2011;; April 2012

Demonstration Classroom 11: Gr. 8 French ImmersionPrimary Focus: Literature CirclesParticipants will observe a grade 8 French Immersion classroom. Of particular interest is the development of literacy and critical thinking skills in a second language program through literature circles.

Target Audience: Grade 8 French Immersion teachersDate: November 2011, February 2012

Demonstration Classroom 12: Applied Core French Grade 9 (FSF1P)Primary Focus: Engaging students in Applied Grade 9 Core French (FSF1P)Participants will observe a grade 9 Applied Core French class. Of particular interest is the organization of the classroom to facilitate differentiated instruction and student engagement.

Target Audience: Grade 9 Applied Core French teachersDates: November 2011;; February 2012

Demonstration Classroom 13: SpanishPrimary Focus: Differentiated InstructionParticipants will observe differentiated learning in a Spanish class. Of particular interest is the organization of the class, small group learning and the interaction among students in Spanish as the medium of the classroom.

Target Audience: Spanish teachersDates: November 2011;; April 2012

Engagement 1: Concours d’art oratoireCanadian parents for French and the Ontario Modern Languages Teachers Association have collaborated to provide students in Ontario with the opportunity to participate in a French public speaking contest. The FSL department runs contests in elementary and secondary panels in all 4 quadrants to support students who wish to participate in this initiative.Target Audience: French students in Core, Extended and Immersion programs – Grades 4-12 and teachersDate/Period: End of March - Beginning of April

Engagement 2: German ContestTDSB in partnership with other school boards promote language lea ning through a language contest. Students who are enrolled in German language courses are able demonstrate their language skills in the area of oral communication, reading and writing.Target Audience: Secondary students of German and teachersDate/Period: May

Engagement 3: Spanish ContestTDSB in partnership with other school boards promote language lea ning through a language contest. Students who are enrolled in Spanish language courses are able demonstrate their language skills in the area of oral communication, reading and writing.Target Audience: Secondary students of Spanish and teachersDate/Period: May



Engagement 4: Portuguese ContestTDSB in partnership with other school boards promote language lea ning through a language contest. Students who are enrolled in Portuguese language courses are able demonstrate their language skills in the area of oral communication, reading and writing.Target Audience: Secondary students of Portuguese and teachersDate/Period: May

Engagement 5: Classics ConferenceIn partnership with other school boards, TDSB students in Grade 10-12 Latin and Ancient Greek courses demonstrate their understanding of the language and the civilization through games, activities and language contests.Target Audience: Secondary students in Classics courses and teachersDate/Period: May

Engagement 6: Le français pour l’avenirIn partnership with Glendon College and the City of Toronto, TDSB students in grade 11 and 12 French courses are invited to participate in a day conference to promote the study of French. Target Audience: French Core, Extended and Immersion students – grades 11/12 and teachersDate/Period: April

Engagement 7: Heritage FairThe FSL department will continue to collaborate with the Social & World Studies and Humanities (SWSH) Team to support the involvement of French Immersion/Extended students in the Heritage Fair.Target Audience: French Extended and Immersion students and teachersDate/Period: May

Engagement : Quadrant Poetry CelebrationsA course will be offered to 24 teacher-leaders in English programs and 5 teacher-leaders in FSL programs in each quadrant and will combine the pedagogy of writing poetry with a digital environment. Teachers will create their own poem and then put this content into a variety of digital and traditional applications. The course will simulate the teaching happening in classrooms. These teacher-leaders will be responsible for developing the format of the celebration. All poems will be published on a digital website as well as into a paper anthology and distributed system-wide. Teacher-leaders who are trained will be responsible for facilitating the course next year. This will be facilitated by Teaching and Learning Partners: TACIT teachers, Teacher-Librarians, English Instructional Leaders, FSL Instructional Leaders. FOS CoachesTarget Audience: Core French students - Grades 4-12, Extended and Immersion French students- SK – Grade 12 and teachers

Co-Learning 1: Teaching Learning Critical Pathways (TLCP)The instructional leaders (IL) of French Immersion /Extended programs provide support to the Family of Schools (FOS) through hubs and PLCs related to the TLCPs. Each EF/FI IL supports 6 FOS as needed.

In schools where there is a French Immersion/Extended French program, the ILs in the FSL department collaborate with coaches, Student Achievement

Pathways;; the development of the tasks, the planning of the pathway and the moderation at the end. The ILs provide support for co-teaching as well.

TEACHER LEADERSHIP


The time depends on the number of Pathways in each FOS and/or school. In schools where there is Core French, the FSL ILs collaborate with the school team and support the Core French teacher through an appropriate Pathway for second language learners.

Co-Learning 2: Elementary Core French NetworksProfessional Learning Opportunities are provided for Core French teachers, elementary, through after school sessions in each quad. Sessions are provided 6 times per year and each session is held in a different school/classroom and facilitated by the Core French IL for the quadrant. For additional information, please contact Alison Pe ce Program Coordinator FSL, CL & IL

Co-Learning 3: CEFR Work Group A workgroup comprised of 20- 25 designated Grade 9 Applied Core French teachers will meet 3-4 times per year to explore and implement the principles of Communicative Language Teaching at the secondary level in order to promote student success in French language and to increase retention to

review and discuss both the tasks and student work. The work group of teachers will provide mentorship to new teachers who wish to pursue this approach in their classrooms. Mentor teachers will also provide demonstration classrooms. This is facilitated by FSL instructional leaders


MODULES OF LEARNING

Supporting K-6 Pathways PillarPrimary Focus: To support school teams to establish measurable outcomes as they relate to the Ministry of E ucation Pathways Pillar and the importance of career development in engaging learners, as mandated by Choices Into Action (CIA) policy.

In this module, school teams will examine, explore and learn how to:- Enable students to identify their personal interests, strengths, competencies, abilities and accomplishments and connect these to their learning in school, using this knowledge of themselves to inform their choice of program and learning opportunities - Provide a range of learning opportunities, both in and out of school, that meet the needs and interests of their students in the development of their intra and inter-personal skill sets that contribute to being an intentional and creative learner.

The four half-day sessions will focus on:- ‘Big Picture Thinking’: The mandate of Ontario Schools January 10- Importance of Understanding Self on Learning February 15- The Role of Learning Skills on Achievement March 27- Making Connections in School and Beyond March 29

Target Audience: Administrators & K-6 school leadership team

“Classroom Matters” Primary Focus: Looking at some key strategies that focus on meeting the needs of the whole child to improve engagement in learning.

As part of the Adolescent Learning & Leading Strategy (ALLS), this module will be for teachers in participating schools to help support their understanding of adolescent development, and the need to develop a sense of belonging and social responsibility.

The four half-day sessions include:

Target Audience: K-8 teachers & Teachers participating in ALLS

GUI Guidance & Career Development

GUI


Personality DimensionsPrimary Focus: Career development tool for use with students.

Personality Dimension is a tool for self-discovery. This module is required for teachers to use Personality Dimensions thoughtfully and effectively. Each school has the Personality Dimensions resource kit. This module will explore how it can be used as part of career studies to enable students to be more self-aware and understand who they are with regards to their intrapersonal qualities and daily interactions with others.

The four full-day sessions are as follows:

Target Audience: Teachers of Career Studies and secondary counsellors

myBlueprint Online Course SelectionmyBlueprint is an on-line educational/career planning tool for grade 8 - 12 students, which is designed to increase student and parent engagement. In order to use the tool as an online course selection vehicle, it is necessary for school teams to understand how it works, understand the initial set-up and hear from schools who participated in the proof of concept, the lessons learned.

The four sessions are as follows:

November 22 and 23, 2011 at BCI November 25 and December 14, 2011 at Peckham December 12 and 13, 2011 at Danforth

Target Audience: Secondary CL/ACLs and Scheduling VPs from all secondary schools

New Secondary Counsellor CadreThis module will provide new secondary counsellors the opportunity to network, share and learn together as a new teacher/counsellors. The sessions will offer beginning counsellors a variety of strategies for enhancing student achievement and well-being as they begin their new role as a teacher/counsellor. Topics will include policy and procedures, effective counselling strategies, and the resources and supports available to support students who are or might be at-risk.

Target Audience: Secondary counsellors new to the role


Career Development in ActionPrimary Focus: Understanding career development and the impact it can play on student engagement.

With a renewed ministry focus on career development K-12 and to foster leadership in our secondary counsellors this module will explore the theory of career exploration, look at varying self-assessment tools and the importance of students understanding self, engage counsellors in effective ways to engage students through counselling and the curriculum. The four sessions are as follows:

Target Audience: Secondary Counsellors

Curriculum Support for Secondary Guidance CoursesPrimary Focus: To build learning communities for teachers of secondary guidance curriculum.

A variety of differentiated instructional strategies and assessment and evaluation practises will be explored to support the delivery of Guidance and Career Education courses. This is designed to support teachers who have not taught these courses and build learning communities for those who have. Delivery models will include: face-to-face sessions, demonstration classrooms, and on-line support.

Half-day sessions will include:

Target Audience: Teachers of GPP/GLS/GLC

Demonstration Classroom 1: Self Assessment Tool: Who Am I? Primary Focus: Helping students begin to think about how their personality impacts career decisionThis will demonstrate how to deliver a self-assessment tool designed to help students better understand themselves and others. Participants will observe self-assessment embedded in learning which deepens students understanding about how to interact more effectively with other students and contribute to a positive learning environment.

Target Audience: Elementary Counsellors Date: January - February 2012

Demonstration Classroom 2: Guidance Curriculum The focus will be on assessment for and of learning in GPP, GLC, GLS courses.

Target Audience: Teachers of GPP, GLC, GLS Date: September 2011 and February 2012



Demonstration Classroom 3: Personality Dimensions This would be an opportunity for new counsellors to see Personality Dimensions in action delivered by experienced facilitators and discuss some of the issues with implementation. Personality Dimensions is a tool for students to better understand themselves and others so that positive interactions can contribute to the best learning environment possible.

Target Audience: New Secondary CounsellorsDate: November - December 2011

Demonstration Classroom 4: myBlueprintShowing how technology can engage students more actively in their

use the goal setting as an electronic Annual Education Plan that also engages parents will be explored.

Target Audience: Elementary and secondary counsellors Date: October - November 2011

Demonstration Classroom 5: Facilitating Girl GroupsPrimary Focus: Empowering young adolescent girlsThe opportunity to observe girl groups in creative action. Support with resources and skills to implement and sustain girl groups and learning.Target Audience: Elementary Teachers Date: October 2011

Demonstration Classroom 6: Counsellors Without Borders Primary Focus: Sharing effective practice in guidance programming for elementary and secondary counsellorsThese demonstrations will highlight programs that have adapted the Vision of Guidance: Making Connections and use data to evaluate their programs. Areas of focus will include programs that use Differentiated Instruction in the delivery of their program, SMART goals and needs assessments in program planning.

Target Audience: CounsellorsDate: October 2011 - April 2012

SMILE Student Leadership Conference - Elementary & SecondaryPartnership with the TDCSB and the Police. Students attending SMILE learn problem solving and community building with a focus on leadership, equity and character development.

Target Audience: Elementary students and teachersDate: November for three days – dates TBALocation: Camp George, Parry Sound

Target Audience: Secondary students and teachersDate: April for four days – dates TBALocation: Camp George, Parry Sound



University Diaspora Conference

generation and under-represented youth. Including a teacher-led conference in Windsor to help them understand how to best support black youth in schools. Over a dozen schools that offer CAS331 sendstudents to this African Diaspora conference. The parallel teacher conference that 48 teachers attend helps them better understand how to engage black youth through the curriculum. The purpose of this conference is to help under-represented youth aspire to attend a post-secondary institution.

Target Audience: 225 Secondary Students taking CAS3O1 across TDSB and teachersLocation: University of Windsor Date: April 2012

MS Diaspora - Mapping Me: I Am Who I say I AMThis is a replica of the Secondary Conference above but held in Toronto for students in Middle SchoolTarget Audienece: 100 Elementary Middle School students and teachersLocation: Brockton Date: October 28, 2011

College Liaison ProjectThis program designed to help young middle school students from marginalized communities explore possible career options and help engage them in their educational experience. First cohort data indicates that students that attend are more likely to consider post-secondary as an option. This program includes pre teacher training in preparation for the college visits. The trip to Canadore includes an overnight experience.

Target Audience: Grade 7 and 8 students and teachersLocation: Humber, Centennial and Canadore Date: TBA

Work Connections

as a result of a partnership with the City of Toronto Employment Centres, Learning Partnership, Mazemaster, TWIG and TCDSB. Also included are Pre and Post training for students: (1) Pre: March 7th Symposium and (2) Post: Next Steps in conjunction with Big Brothers and Sisters.

Target Audience: 1000 Secondary graduating students Location: Metro Convention Centre Date: April 19

R U Down With Skilled TradesInteractive is an experiential learning opportunity for students to explore

Foundations and TCDSB

Target Audience: Grade 9 -12 students interested in Skill Trades and teachersLocation: CNE Date: March

Career MashUp In partnership with Canadian Coalition for Tomorrow’s ICT, participating schools will have the opportunity to work in an interdisciplinary team to learn about this sector and the skills needed for employment through site visits, guest speakers and the embedding of technology through classroom activities.

Target Audience: Students in grade 10-12 and teachers from six schoolsLocation: On site in each of the schools Date: September – November


CREWThis event is sponsored by Women in Commercial Real Estate to explore and experience the scope of opportunities that exist in this industry.

Target Audience: Grade 11 and 12 students and teachersLocation: Ryerson U Date: April

U of T Mentoring: Saturday MentoringThis program supports 125 students from a variety of inner city schools and provide programming and mentorship on U of T campus for 13 weeks. The program includes study skills, university exploration and individual mentoring.

Target Audience: Grade 8 -10+ students and teachersDate/Period Feb1 through AprilLocation: University of Toronto Medical Faculty

Tutors in the SchoolsUniversity of Toronto provides volunteer university students who provide

Target Audience: Grades 9-11 in 15 selected secondary schools students and teachersLocation: U of T through the Centre for Community PartnershipsDate: October -June

Counsellor SeriesThis is a series that allows counsellors to attend sessions that are in keeping with their needs. Topics generally focus on the social emotional well being of students.Date: November 15, April 24, Third date and Topics TBD.

TEACHER LEADERSHIP


MODULES OF LEARNING

New to Teaching Health & Physical Education (HPE) - Grades 1-3 This is a three-part professional learning series for teachers new to teaching Elementary Health and Physical Education. Sessions are designed to increase the comfort level and skills of teachers teaching Health & Physical Education (HPE) in Grade 1, 2 or 3. Effective teaching of HPE will be the key to student success and engagement. The content, setting and learning in HPE make it unique in a student’s school experience as students are given opportunities to learn by doing. This professional learning session addresses Health and Physical Education Curriculum expectations for Active Living, Movement Competence and Healthy Living.

Fall Session is designed to address:- appropriate and effective instructional strategies- classroom management strategies- assessment and evaluation- long range planning- teaching games for understanding- healthy living (partnering support from Toronto Public Health)- DPA (Daily Physical Activity)

Winter Session is designed to address - appropriate and effective instructional strategies- assessment and evaluation- health literacy- physical literacy- DPA (Daily Physical Activity)- Physical Education outdoors

Spring Session is designed to address- appropriate and effective instructional strategies- classroom management strategies- assessment and evaluation- DPA (Daily Physical Activity)- Cooperative games- Movement exploration

Target Audience: Elementary Teachers New to Teaching HPE (Gr. 1-3) Dates: Fall Week of October 3rd Winter Week of January 30th Spring Week of April 23rd

HPEHealth & Physical Education

HPE


New to Teaching Health & Physical Education (HPE) - Grades 4-8This is a three-part professional learning series for teachers new to teaching Elementary Health and Physical Education. Sessions are designed to increase the comfort level and skill of teachers of Grade 4-8. Effective teaching of health and physical education will be the key to student success and engagement. The content, setting and learning in HPE make it unique in a student’s school experience as students are given opportunities to learn by doing. This professional learning session addresses Health and Physical Education Curriculum expectations for Active Living, Movement Competence and Healthy Living.

Fall Session is designed to address:- appropriate and effective instructional strategies- classroom management strategies- assessment and evaluation- long range planning- teaching games for understanding- healthy living (partnering support from Toronto Public Health)- DPA (Daily Physical Activity)

Winter Session is designed to address- appropriate and effective instructional strategies- classroom management strategies- assessment and evaluation- teaching games for understanding- health literacy- physical literacy- DPA (Daily Physical Activity)- Physical Education outdoors

Spring Session is designed to address - appropriate and effective instructional strategies- classroom management strategies- assessment and evaluation- DPA (Daily Physical Activity)- Cooperative games- Movement Exploration

Target Audience: Elementary Teachers New to Teaching HPE (Gr. 4-8) Dates: Fall Week of October 3rd Winter Week of January 30th Spring Week of April 23rd

Personal Fitness - Grades 9 -12 The Overall Curriculum Expectation of Active Living is “to demonstrate

of 3 components. They are

Fitness Assessment in PAF

discussed and the guidelines set forth from OASPHE and Ministry of Education, to ensure that all students are participating in Fitness analysis that is in a safe and caring environment. By the end of the session, teachers will have the capacity to lead students in creating and monitoring personal plans


Balance of Programming in PAF

their portfolio in addressing the overall expectation of the student’s ability to demonstrate personal competence in applying movement skills and principles.

focus through active participation by the teachers with the teacher/leader’s and IL’s, who have co-constructed the session. Effective use of resources will be discussed to best assist students in demonstrating an understanding of the importance of movement principles in performing isolated or combined movement skills.

Personal Movement – Yoga/PilatesTeachers will be given the opportunity to build upon their skills and knowledge of how to effectively incorporate yoga and pilates into their PAF course. This will address the overall expectation of the student’s ability to assess the effectiveness of various activities for maintaining or improving heal-related

to heightened student’s ability of proper posture in athletics and everyday movements, ultimately decreasing the possibility of injuries and increasing the level of maintaining a physically active lifestyle.

Target Audience: Secondary teachers of Personal and Fitness PAF20/30/40Dates: Fall/ Winter/ Spring

Growing Success in HPE This four part series will focus on a different theme of assessment for learning and of learning following the research and tools created by Anne Davies, Sandra Herbst and Beth Parrott Reynolds in their book Leading the Way. Session One will highlight the need for teachers to create and share with

courses. These learning goals will shape each lesson or series of lessons. Session Two will discuss co- constructing success criteria for not only our

Session Three will deal with the many self assessment tools which work in the gymnasium and how these can be used to develop meta cognition and learning goals. Session Four will look at appropriate summative assignments making sure that these have direct connection to the evaluation for learning practices used throughout the semester or year.

Target Audience: Elementary and Secondary Teachers Dates: TBA

Safety in the Gymnasium and on the Field of PlayEffectively address the overall expectation of the student’s ability to demonstrate responsibility for personal safety and the safety of others. Ensuring that all educators responsible for providing the HPE curriculum and co-curricular activities are following the Ontario Safety Guidelines, and the TDSB Excursion Policy.

Fall Session addresses:

new to HPE, or new to schools with a pool

Winter Session addresses:


Spring Session addresses:

curriculum

Target Audience: Teachers and Teacher/Coaches in the TDSB.Dates: Fall/ Winter/ Spring

Demonstration Classroom 1: Teaching Games for UnderstandingDuring this Demonstration Classroom Session Elementary Teachers will have the opportunity to observe and discuss instructional strategies consistent with TCFU methodology (expertise in subject area). Teachers will observe students exploring, discovering, creating and experimenting with movement and tactical solutions. Teaching Games for Understanding is an approach that taps into students’ inherent desire to play. It focuses on teaching games concepts and

critical thinking questions to collaboratively identify success criteria. The demo classroom teacher will demonstrate how to maximize participation and fun by making adaptations that optimize the level of challenge for all participants and by giving students opportunities to think critically and make their own adaptations to the activity. By the end of the session, teachers will become more familiar with TGfU and its impact o student learning, enjoyment and success

Dates/Focus: Fall: Net/Wall Winter: Territory Spring: Striking/FieldingTarget Audience: Elementary Teachers who are responsible for Physical Education

Demonstration Classroom 2: Leading Healthy, Active Lives through Movement Exploration - Primary GradesDuring this Demonstration Classroom Session Grades 1-3 Teachers will have the opportunity to develop instructional strategies for implementing the revised 2010 Physical Education expectations for Primary grade students. The health and physical education program for students in the Primary grades focuses on foundational knowledge and skills that students will need in order to develop physical and health literacy and acquire the commitment and capacity to lead healthy, active lives. Emphasis will be placed on effective time management and maximizing the learning opportunities for students through differentiation

exploration.

Target Audience: Teachers of Grades 1-3 Physical Education Classes Date: Fall 2011

Demonstration Classroom 3: Fitness as Part of a Quality Elementary Physical Education ProgramThrough experiential learning, students gain an understanding of the importance of regular physical activity and its relationship to developing and

of Health and Physical Education. In this demonstration classroom session, participating teachers will observe students learning how to safely and

what to do, why do it, and how



to do it). Appropriate assessment tools and philosophy will be highlighted to better understand the scope and sequence of Physical Fitness in Elementary HPE. Opportunities for cross-curricular integration will be discussed.

Target Audience: Elementary teachers responsible for Physical Education classesDate: Fall 2011

Demonstration Classroom 4: Teaching Physical Education to Intermediate Combined Grades Combined grade teachers will have the opportunity to see how to program plan so that the needs of all students at different stages of development are met. Effective instruction is key to student success. In Health and Physical Education, instruction is effective if it motivates students and instils positive habits of mind, such as a willingness and determination to explore and persist, to think and to question, to communicate clearly, and to take reasonable risks. Many of the expectations in the Health and Physical Education curriculum are similar from grade to grade, to provide students with the numerous opportunities they need to explore the basic concepts and skills underlying these expectations in a wide variety of age-appropriate ways. Highlighted will be ways for teachers to adapt curriculum and instructional approaches through assessment to improve student learning and achievement of curriculum expectations.

Target Audience: Teachers of Grades 7/8 Physical Education ClassesDate: Winter

Demonstration Classroom 5: Health Literacy and Cross-Curricular IntegrationThe health education program for students focuses on foundational knowledge and skills that students will need in order to develop health literacy and acquire the commitment and capacity to lead healthy, active lives. During this demonstration classroom session, teachers will have an opportunity to observe the delivery of the Health Education curriculum. Emphasis will be placed on maximizing the learning opportunities for students through differentiation and integration with other subject where possible. Instructional strategies that maximize student engagement while addressing the Healthy living expectations will be modelled.

Target Audience: Elementary Teachers who are responsible for teaching HealthDate: Winter

Demonstration Classroom 6: Gymnastics and Climber/ Large Equipment Programming and SafetyThe demonstration will illustrate how to develop quality gymnastics programming in the context of movement exploration and safe use of the climber and large equipment. Teachers will be provided with relevant information required to set up and use the climber and large equipment with their students in the gymnasium. Curriculum connections to the expectations, learning goals and success criteria, lesson strategies, assessment methods, strategies and tools and safety issues will be addressed. The session will also focus on developing sequences of movement using locomotion, travelling and stability skills by using other equipment pieces (mats, benches).

Target Audience: Elementary teachers teaching gymnastics as part of their physical education programming. Dates: Winter and Spring


Demonstration Classroom 7: Health and Physical Education Living Skills Integration - Junior GradesDuring this Demonstration Classroom Session, Grades 4-6 teachers will have the opportunity to see how Living Skills are integrated with learning in the three strands of the curriculum and how they are applied in a developmentally appropriate way. The Health and Physical Education Living Skills expectations are the same for all grades. There is a single overall expectation and three groups of related expectations, one for each area of learning: Personal Skills, Interpersonal Skills, and Critical and Creative Thinking. Living Skills must be taught and evaluated in combination with learning related to all strands of the curriculum so that they are personally relevant for students. Applying Living Skills in Active Living, Movement Competence and Healthy Living will help students develop a positive sense of self, develop and maintain healthy relationships, and use critical and creative thinking to set goals, make decisions, and solve problems.

Target Audience: Teachers of Grades 4-6 Physical Education Classes Date: Spring 2012

Demonstration Classroom 8: Football Skills and Drills Appropriate for all LearnersThis session will focus on how to provide differentiated instruction for the teaching of football. The fundamental skills and strategies will be modelled with a focus on success for all students regardless of their previous exposure to this sport. Assessment for and of learning will also be provided.

Target Audience: Secondary teachers of Grade nine to 12 PPL coursesDate: September 2011

Demonstration Classroom 9: Exercise Science a Fresh Approach to Assessment!This session will provide multiple examples of differentiated assignments for each of the main strands in this course. Assessment for learning to prepare for these culminating assignments will also be discussed. Some unique teaching strategies and creative minds on learning tasks to engage learners will be provided.

Target Audience: Teachers of Exercise ScienceDates: October 2011;; February 2012

Demonstration Classroom 10: Senior Level Large Group GamesThis session will highlight a senior focus course with an emphasis on basketball. The organization of this demonstration provides both exceptional basketball skill and strategy building with a balance of additional activities. Advanced skill and strategy building in basketball will provide teachers with many ideas to challenge their senior students.

Target Audience: Secondary teachers of coed or single gender senior focussed courses of large group games with a special emphasis on basketballDate: Fall

Demonstration Classroom 11: Cricket in the Classroom

Many schools now offer cricket as an extracurricular activity but have not yet incorporated it into their Health and Physical Education programming. This


demonstration will illustrate how to begin to teach this sport to learners with a

be addressed to make this game accessible for all.

Target Audience: Elementary & secondary teachers Date: Spring

Demonstration Practice 1: Touch Football Primary Focus: Provide teacher/coaches the abilities to run effective touch football practices for their school teamThis demonstration practice will offer teachers/coaches a wide variety of

and make sure that their students are prepared for the upcoming season. An emphasis will be placed on drills that focus on running, catching and throwing skills, with a small portion of time designated for strategy and the rules and regulations that govern TDESAA touch football.

Target Audience: Elementary teachersDate: September 23, 2011

Demonstration Practice 2: Track and Field Coaches Clinic

of shot put, safety javelin and high jump as well as the ability to run effective

the high risk events and generally with topics such as proper skill progression based on the age of the athlete and awareness of precautions due to the environmental elements. Coaches will be able to train their athletes safely and

Target Audience: Elementary teachers and coachesDate: Spring

Demonstration Practice 3: Field Hockey

experienced Field Hockey coach in action as they run a practice with their team. Come out and learn new strategies for game warm-up, offensive and defensive penalty corner drills and new scoring techniques. Get rejuvenated by the wealth of knowledge and expertise of your peers! There will be an opportunity at the end to sit with the instructor/coach to ask questions and gather more information.

Target Audience: Secondary teachers Date: Fall

Demonstration Practice 4: Cross Country RunningThis session will focus on the art of coaching Cross Country Running. Coaches will gain understanding of running practices for runner development, race tactics and team training. Special insight will be given to seasonal planning. Coaches will have an opportunity to sit with the instructor/coach to

Target Audience: Grades 6-8 teachersDate: Fall


Demonstration Practice 5: SwimmingThis session will focus on developing coaching skills to build a strong swim program. Attention to stroke development, turns and season planning will be led by an experienced coach in the sport. Coaches will have an opportunity to speak with the coach during and after practice to gain a stronger insight into coaching swimming.

Target Audience: Grades 6-8 teachersDate: November 2011

Demonstration Practice 6: Rugby 7sThis session will focus on coaching the Seven a Side Game of Rugby. Coaches will gain understanding of running practices for player skill development, systems and tactics used in Sevens. Learn safe contact practices for tackling, entering rucks and mauls “through the gate”, and approaches to player selection. Coaches will have an opportunity to sit with

Target Audience: Secondary teachers and coachesDate: Fall

Demonstration Practice 7: VolleyballThis session will focus on fundamental Volleyball skills/drills for beginner coaches or less experienced coaches looking to begin building a volleyball program. Come out and learn new game warm-up, footwork and court movement drills focused on fundamentals. Gain valuable knowledge and insight from a very experienced collegiate level coach. Get rejuvenated by the wealth of knowledge and expertise of your peers! There will be an opportunity at the end to sit with the instructor/coach to ask questions and gather more information. Participants should be prepared to do some activity.

Target Audience: Secondary teachers and coachesDate: Mid September, 2011

Demonstration Practice 8: BasketballThis session will focus on Basketball skills/drills for intermediate coaches looking to take their team(s) to the next level. Come out and learn new game warm-up, offensive and defensive drills. Gain valuable knowledge and insight from a very experienced high school, ofsaa champion, coach. Get rejuvenated by the wealth of knowledge and expertise of your peers! There will be an opportunity at the end to sit with the instructor/coach to ask questions and gather more information. Participants should be prepared to do some activity.

Target Audience: Secondary teachers and coaches Date: December 2011

Demonstration Practice 9: Track and Field

coaching multiple events at one time. Coaches will learn the keys of developing a strong track program. Special consideration will be given to the teaching of Throws, Sprints and Jumps. Coaches will learn about developing seasonal planning and getting athletes involved from the beginning.

Target Audience: Secondary teachers Date: Fall

Demonstration Practice 10: BadmintonThis session will focus on badminton skills/drills for experienced coaches


from an Ontario Ranked player. Get rejuvenated by the wealth of knowledge and expertise of your peers! There will be an opportunity at the end to sit with the instructor/coach to ask questions and gather more information. Participants should be prepared to do some activity.

Target Audience: Grades 6-8 teachers and coachesDate: Winter

Demonstration Practice 11: Basketball

experienced Basketball coach in action as they run a practice with their team. Come out and learn new strategies for proper warm-up, practice routines, ball handling/dribbling drills, fast break/press break strategies and new zone defense ideas. Get rejuvenated by the wealth of knowledge and expertise of your peers! There will be an opportunity at the end to sit with the instructor/coach to ask questions and gather more information.

Target Audience: Secondary teachers Date: Winter & Spring

Demonstration Practice 12: Co-ed VolleyballThis session will focus on Co-ed Volleyball skills/drills for beginner coaches or less experienced coaches looking to begin building a coed volleyball program. Come out and learn the nuances of the coed game including warm-up, and court movement drills focused on developing the unique aspects of the coed game. Gain valuable knowledge and insight from a very experienced OFSAA level coach. Get rejuvenated by the wealth of knowledge and expertise of your peers! There will be an opportunity at the end to sit with the instructor/coach to ask questions and gather more information. Participants should be prepared to do some activity.

Target Audience: Secondary teachers and coachesDate: Spring

Demonstration Practice 13: Rugby

an experienced Rugby coach in action as they run a practice with their team. Come out and learn new strategies for warm-ups, building the scrum and line out techniques. Learn also safe contact practices for rucks and mauls. Get rejuvenated by the wealth of knowledge and expertise of your peers! There will be an opportunity at the end to sit with the instructor/coach to ask questions and gather more information.Target Audience: Secondary reachers Date: Spring

Engagement 1: TSM Student Leadership Grade 4-8Engagement 1.1: Leading Active Recesses. Students will learn how to inspire and lead other students in a large variety of active indoor and outdoor recess games.

Engagement 1.2: Healthy Schools Leadership. Students will identify what comprises a healthy school culture and determine a strategy and implementation plan to make their school a healthier school.

Engagement 1.3: Leading Intramurals. Students will understand the purpose of providing intramural opportunities for ALL students by learning how to identify and offer traditional AND non-traditional intramural opportunities. Students will learn leadership strategies to maximize funand participation in intramurals.



Target Audience: Grade 4-8 students and teachersDate/Period: October / November 2011Location: 1 location TBD in East and West for each engagement

Engagement 2: My Health, My ChoiceStudents from each 40 secondary schools and elementary schools will be invited to attend a student leadership symposium which will focus on healthy active living initiatives and the importance of mental well-being. The goal isto empower these student leaders to incorporate some of these initiatives into their school.

Target Audience: Grade 7-12 students and teachersDate: October 6th 2011

Engagement 3: My Health, My Choice Parent SymposiumParents and guardians of TDSB students will be invited to this symposium to share the importance of students maintaining a healthy active lifestyle. The list of speakers will include presenters from the Ministry of Education and Sick Children’s Hospital. The focus will be to engage parents/guardians/caregivers into the realities of student lives – including parental and peer pressures, student anxiety, and mental well being.

Target Audience: Parent or Guardians of students in TDSBDate: October 19th 2011 Location: John Polanyi C.I.

Co-Learning 1: HPE ACL/CL MeetingsMeetings of CL’s/ACL’s will be held every other month throughout the year - September, November, January, April, June. These early morning or afternoon meetings will focus on sharing new resources, discussing upcoming professional learning opportunities, reviewing policy, safety and best teaching practices. One quarter of each meeting will be devoted to a professional learning theme such as assessment for learning. These meetings will lay the foundations for these PLN groups to share and to problem solve common teaching issues. The sharing will create the basis for closing the gap between schools by providing more consistent opportunities for activity offerings and diverse programming within the schools. It is the expectation that each ACL/CL share and encourage collaboration with their department team at their school.

Target Audience: All Secondary HPE Teachers Co-Learning 2: Toronto Schools on the Move PLNThe topic and format for each Professional Learning Network (PLN) session will be chosen by each PLN group. Topics may include offering and leading traditional and non traditional intramural opportunities, strategies to promote healthy eating practices, DPA implementation strategies, integrating health, applying healthy messaging strategies, organizing play days and other special events, and understanding the Teaching Games for Understanding approach. Formats may include bring and brag, key note speaker/ presentation by expert and/or active learning sessions from teacher(s) or IL or guest. All sessions will ensure that teachers get lots of sharing and processing time. In elementary schools PLNs will run from 2:30 – 4:00 pm. The PLN work is very much teacher-directed while Instructional Leaders provide support.

Session #1: Fall. Teachers will self identify school strengths and needs to establish the role of their PLN, for example topic, frequency of networking.Session #2: Winter. Teachers will self select in their FOS PLN groupings the topic and format to co-learn with the support of Toronto Public Health Nurses

TEACHER LEADERSHIP


and Instructional Leaders.Session #3: Spring. Teachers will self select in their FOS PLN groupings the topic and format to co-learn with the support of Toronto Public Health Nurses and Instructional Leaders.

Target Audience: Teacher representatives from participating schools For futher details, please contact George Kourtis, Program Coordinator HPE


MODULES OF LEARNING

responsive learning in school libraries by exploring issues and developing strategies to enhance library programs and the ongoing professional learning of teacher-librarians. Developing expertise in the key components of the learning commons, as outlined in Together for Learning (OSLA, 2010), will provide the framework for the series.

The four sessions will provide teacher-librarians with a forum for exploring and developing pedagogical applications for teacher-librarians with students.Session 1: Equitable Access – (November 14)Learn to use Read and Write Gold and discuss the curriculum and advocacy applications of this new software for all learners.Session 2: Learning Partnerships (January 16)Develop a Personal Learning Environment as a vehicle to establish and maintain partnerships with: school, community, expert, and home.Session 3: Technology in Learning (March 26)Participate in a virtual discussion focused on incorporating a new technology (of your choice) into your teaching and learning.Session 4: Learning Spaces (May 7)Create virtual or physical learning spaces in which every student can be successful by using DI strategies and the tenets of Growing Success.

Target Audience: Elementary and Secondary Teacher-librarians Date: November 4;; January 16, March 28, May 7 1:00 pm – 4:00 pm

Collection Renewal for Equity, Inclusiveness, and Cultural Responsiveness Collection Development is part of the overall goal of the School Library teaching and learning program. In order to provide equitable access, foster learning and improve student achievement, regular analysis of the library collection is critical. All materials must be accurate, current, relevant to the

the school community. This learning module will focus on tools for collection analysis, cultural responsiveness in collection planning, the philosophy, logistics and school community role in the de-selection process, and purchasing new items for collections.Session 1: Collection analysis (October 24)With a view to understanding the school library collection, with the support of Library Technical Services, participants will analyze their collections using the following data:- Titlewise document - Shelf list of all holdings on excel- Zero check out report

LLR/ISLibrary & Learning Resources & Interdisciplinary Studies


- New acquisitions listParticipants will examine their collections according to the data provided and set some collection development goals for the year. Session 2: Cultural Responsiveness in Collection Planning (November 21)With the support of facilitators from the Equity department, participants will develop strategies to better understand the needs of their school community. This understanding will be incorporated into the weeding and purchasing plans for the school library.Session 3: Weeding (December 12 online)Participants will examine the library collection and make a plan for weeding using the following criteria: - Copyright- Content- Physical condition- Circulation- Currency- Equity

Target Audience:Teacher-Librarians - Elementary and SecondaryDate: October, November, December 1:00 -4:00 This module is repeated - February, March, April

Guided Inquiry & Rich Performance TasksTo increase information literacy and historical thinking skills of students, teachers and teacher-librarians as they work towards rich performance tasks (both English and French Immersion) by using a collaborative model between Library and Learning Resources and Interdisciplinary Studies and the Social & World Studies and the Humanities departments.

Session 1 - Summer Institute & After School (2nd week of September)Frameworks for the development of student information literacy skills, historical thinking concepts and inquiry-based research. Session 2 – Full Day Professional Guided Inquiry (November)The Student Research Guide, Imagine the Learning & the School Library website, building instruction l practice in teaching research skills including exploring historical thinking concepts as big ideas/essential understandings,

rich performance task. This session is co-planned and co-presented by experienced teachers.Session 3 - Demonstration Classrooms Visits (January)The demonstration classrooms are at John G. Althouse MS, Crescent Town PS, Bowmore Road to view student research lessons on “Heritage Fair” topicsSession 4 – School Visits (February-April)Coaching with a descriptive feedback focus, on teacher practice and student learning. This session is supported by digital image/video capture resources as well as ongoing online conference including adjudication of school Heritage Fair projects.Note: The Heritage Fairs organised by Social & World Studies & Humanitiesis in May.Session 5 – Debrief & Celebrate (Early June)Sharing of best practices, success, obstacles, student stories, images, re-organize the online conferencing for a wider audience view, as an exemplarfor replicable practice

Target Audience: Elementary classroom teachers and teacher librariansDate/Period: Mid-October to Mid-May

LRR/IS


Interdisciplinary StudiesThis series of professional learning opportunities will focus on the development and delivery of interdisciplinary courses (IDC3O, IDC4O and IDC4U). The goal will be to ensure all interdisciplinary courses, while are compliant with Ministry policy, are offering fascinating and creative learning for students. Drawing on the work of differentiated learning for students and the use of assessment as and for learning, this module provides opportunities to examine a rich variety of approaches and methodologies. It will also incorporate Experiential Learning opportunities (industry partners) aimed at increasing student success. Establishing a network of teachers involved in interdisciplinary studies th ough ongoing participation in a wiki will develop partnerships and relationships between teachers and schools. Embedding Experiential Learning and authentic tasks into any IDC course will bring greater relevance to learning and enhance student engagement. Session 1 October 26: IDC Courses – Policy, Implementation, A & E – Teachers will explore the Ministry Curriculum document, and TDSB’s Making Connections in order to understand the policies of Interdisciplinary Studies and the assessment and evaluation of IDS overall expectations. Experiential and research components of courses will be a focus for this session. Full daySession 2 December 6: Digital resources and Web 2.0 tools for

be shared along with strategies for marketing IDS courses to students and parents in preparation for upcoming course selection. Half Day 1:00 – 4:00Session 3 February: Demonstration Classroom – participating teachers will visit a demo classroom in a course similar in focus to their own, with an eye toward assessment for and assessment as learningSession 4 April 24: Collaborative sharing and course writing workshop.(Full day)

Target Audience: Teachers of Interdisciplinary Studies;; teachers contemplating writing IDS coursesDates: October 26, December 6, Febr ry, April 24

Demonstration Classroom 1: Guided Inquiry for Rich Performance Tasks This demonstration classroom serves to increase information literacy skill development through explicit instruction by teachers and teacher-librarians, ensuring student engagement through activities that require critical thinking and use of technology. Digital resources and Web 2.0 tools will be demonstrated to facilitate learning, build online collaborative skills and demonstrate student learning. Strategies for assessment for and as learning will be integrated into the day’s focus. In the afternoon, teachers will have the hands on opportunity to choose a web 2.0 tool to build an online platform for use in a guided inquiry project in their own program.

Target Audience: Elementary teachersDates: November January (Part of Guided Inquiry Module) May

Demonstration Classroom 2: Integration of Technologies into the Inquiry Process Primary Focus: To increase information literacy skill development through explicit instruction by teachers and teacher-librarians, ensuring student engagement through activities that require critical thinking and use of technology. Digital resources and Web 2.0 tools will be demonstrated to facilitate learning, build online collaborative skills and demonstrate student



learning. Guided Inquiry encompasses assessment for and as learning, and strategies to embed these into instructional practice will be showcased.In the afternoon, teachers will have hands on time to develop a personal learning goal involving virtual learning spaces.

Target Audience: Elementary and secondary teachers Dates: November, February, March, April Demonstration Classroom 3: Interdisciplinary Studies and Experiential Learning Primary Focus: To broaden instructional strategies within Interdisciplinary and Experiential leaning activities in order to engage students and improve achievement. IDS courses offer different opportunities for authentic tasks, development of skills for self-regulation, and evidence based strategies for teaching and learning. Rich problem-based tasks build collaborative skills and

will be targeted. In the afternoon, teachers will develop questioning skills

courses.This demonstration classroom is part of the Module on Interdisciplinary StudiesTarget Audience: Secondary teachersDate: February

Co-Learning 1: FOS and Quad Teacher-LibrariansRegular teacher-librari ns networks are arranged with FOS facilitators and Quad Chairs to support teacher-librarians’ leadership Dates & Locations TBA

Co-Learning 2 – Professional Learning DaysFOS Facilitators and Quad Chairs – October 5Family of Schools Teacher Librarian Facilitators and Quadrant Chairs are invited to this introductory planning day to set direction for local Teacher-Librarian professional learning teams. This day will clarify system priorities, update resources and identify topics to include in upcoming meetings for the year.

New teacher-librarians – November 16 or December 2This full-day session builds capacity for teachers new to the role of teacher-librarian. Resources and strategies to meet the needs of all students and school-wide initiatives resources will be shared. Topics covered will include: effective library program development including guided inquiry, literacy/reading initiatives and application of digital resources.

Secondary teacher-librarians - November 15 or November 17 Middle School teacher librarians – December 1This full day professional learning session will focus on improving student achievement and engagement through library programming that facilitates critical thinking, effective use of technology and cultural responsiveness. Content for each day will include hands on opportunities for deep exploration of new online resources, and dialogue around inclusive and responsive library environments.

TEACHER LEADERSHIP


M/NMathematics & Numeracy

MODULES OF LEARNING

Elementary Mathematics Expected Practice SeriesThis three-part module will take an in-depth look at those components that create effective and engaging elementary mathematics learning for students. Research-based strategies will be introduced. Teachers’ application of the strategies introduced in this module is supported through the 3 sessions with opportunities to examine student work, discuss job-embedded questions or questions regarding students learning, at the same time, share what works

Session 1: Comprehensive Mathematics Program and the Numeracy/Mathematics BlockSession 2: Instructional Strategies in Mathematics: Bansho, Math Congress, Gallery WalkSession 3: Meeting Student Needs: Assessment For and As Learning in Mathematics and differentiated instructionAll sessions are full day

Target Audience: Elementary teachers and administratorsEast RegionDates: Session 1: November 29 Session 2: February 24 Session 3: April 18West RegionDates: Session 1: November 14 Session 2: February 28 Session 3: April 18

Secondary Mathematics Expected Practice SeriesThis three-part module will take an in-depth look at those components that create effective and engaging secondary mathematics learning for students. Teachers’ application of the strategies introduced in this module is supported through the 3 sessions with opportunities to examine student work, discuss job-embedded questions or questions regarding students learning, at the same time, share what works

Session 1: Comprehensive Mathematics Program and the Numeracy/Mathematics BlockSession 2: Instructional Strategies in Mathematics: Bansho, Math Congress, Gallery WalkSession 3: Meeting Student Needs: Assessment For and As Learning in Mathematics and differentiated instruction

Target Audience: Secondary teachers and administratorsDates: Session 1: November 14;; Session 2: February 10;; Session 3: April 12


Large Scale Primary Assessment (EQAO) Focus: Linking Assessment with Instruction in Primary Grades Mathematics Session 1Teachers will examine previous EQAO Primary Mathematics Assessment to become familiar with question types and terminology. How EQAO data, key

teaching will be explored as part of our work on using assessment to improve student learning.

Target Audience: Grade 3 teachers new to EQAODate: December 9 2011 Half Day session - am or pm

Session 2Teachers will examine their school and the provincial trends of the 2010-2011 EQAO Primary Mathematics Assessment. Participants will examine EQAO students item information to identify curriculum expectations that require focused and precise instruction. Strategies that enable students to be successful at large scale assessments are also highlighted.

Target Audience: Grade 3 teachers with EQAO experienceD e: December 9 2011 Half Day session - am or pm

Large Scale Junior Assessment (EQAO)Focus: Linking Assessment with Instruction in Junior Grades Mathematics Session 1 Teachers will examine previous EQAO Junior Mathematics Assessment to become familiar with question types and terminology. data, key

teaching as part of our work on assessment to improve student learning in mathematics.

Target Audience: Grade 6 teachers new to EQAO;; 40 max. Date: December 9, 2011 Half day session - am or pm

Session 2Teachers will examine their school and the provincial trends of the 2010-2011 EQAO Junior Mathematics Assessment. Participants will examine EQAO students item information to identify curriculum expectations that require focused and precise instruction. Strategies that enable students to be successful at large scale assessments are also highlighted.

Target Audience: Grade 6 teachers with EQAO experienceDate: Decemeber 9, 2011 Half Day session - am or pm

Assessment and Evaluation for Grades 9 - 12This module will focus on Diagnostics, Summatives and Evaluation across the 4 Achievement Chart categoriesTarget Audience & Numbers: Grade 9-12 Math Teachers;; 40 max.Date: February 17, 2012 Half Day session - am or pm

Financial Literacy & Mathematics, Grades 9 -12

Target Audience : Grade 9-12 Math TeachersDate: December 9, 2011 Half Day session - am or pm

M/N


Demonstration Classroom 1: Engaging All Learners in Mathematics Come join a math focused Lesson Study in an intermediate classroom. In the morning the group will collaboratively plan a three-part lesson by exploring the mathematics involved and preparing questions to assess student understanding. Strategies to differentiate learning will be emphasized. In the afternoon, teachers will participate in Co-Teaching, in the role of researchers, observing the students and collecting data on the co-constructed lesson. A key

plan for next steps in the host classroom and at their own schools.

Target Audience: Middle School teachers Date: November 2011

Demonstration Classroom 2: Mathematics in French ImmersionCome join this Math focused Lesson Study in a Primary and Junior French Immersion classroom. In the morning the group will collaboratively plan a three-part lesson by exploring the mathematics involved and preparing questions to assess student understanding. In the afternoon, teachers will participate in Co-Teaching, in the role of researchers, observing the students

on the lesson and the student learning to plan for next steps in the host classroom and at their own schools.

Target Audience: Primary and Junior FI teachers Dates: For Primary FI teachers October 2011 For Junior FI teachers March 2012

Demonstration Classroom 3: Assessment for Learning in Mathematics Come explore strategies to assess for learning in a Grade 2 math classroom. In the morning the group will collaboratively plan a three-part lesson by exploring the mathematics involved and preparing questions to assess student understanding. In the afternoon, teachers will participate in Co-Teaching, in the role of researchers, observing the students and collecting data on the co-

learning to plan for next steps in the host classroom and at their own schools.Although the demo classroom visited is a Grade 2 classroom, the observations of practices are applicable to primary grades.

Target Audience: Primary Grade teachersDate: April 2012

Demonstration Classroom 4: Technology in Junior Mathematics Come join the Blantyre staff in a day of mathematical lesson study as they collaboratively inquire about critical thinking through technology in the junior math classroom. Co-construct a three-part lesson with the whole group and observe students alive in their thinking, as that lesson is being co-taught by Blantyre staff in two junior classrooms. Deconstruct students’ mathematical thinking to analyze solutions and offer descriptive feedback to move students’ learning forward. Finally, we will study the observable elements of the lesson to have a better understanding of how junior students think critically in mathematics with the use of technology.



Target Audience: Junior Grade teachersDate: December 2011

Demonstration Classroom : Technology in the HSP/ISP Mathematics Classroom Join in a day of mathematical lesson study as we explore the potential of IWB to meet the varying needs in a HSP/ISP math classroom. Collaboratively, we will co-construct a three-part lesson with the whole group and observe students alive in their mathematical thinking in their classroom. We will live the daily instructional decisions as a group as we investigate assessment for learning that guides our decisions. Finally, we will deconstruct students’ mathematical thinking to analyze solutions and offer descriptive feedback to move students’ learning forward.

Target Audience: Junior Grade teachers;; Special Education teachersDate: October 2011

Demonstration Classroom : Lesson Study in Grade 10 Applied MathematicsCome join a math lesson focused on differentiated instruction in a grade 10 Applied Mathematics classroom. In the morning the group will collaboratively plan a three-part lesson by exploring the mathematics involved and preparing questions to assess student understanding. Strategies to differentiate learning will be emphasized. In the afternoon, teachers will participate in Co-Teaching in the role of researchers, observing the students and collecting data on the

student learning to plan for next steps in the host classroom and at their own schools.

Target Audience: Grade 10 Applied math teachersDate: December 2011

Demonstration Classroom : Learning and Assessing Mathematics with TechnologyTeachers will participate in a collaborative learning experience where they will observe students demonstrating knowledge through the use of clickers for formative assessment in the mathematics classroom Following the lesson, we

supports teachers’ assessment for learning practices. The lesson will be partially co-planned in the morning.

Target Audience: Secondary Math teachersDate: November 2011

Demonstration Classroom : Engaging Mathematics Students with TechnologyTeachers will observe students using the Interactive White Board (IWB) in a intermediate mathematics setting. We will focus on the purposeful integration of technology to support student learning and encourage students to share their mathematical thinking. Another key focus is the high yield consolidation strategies used by the teacher to deepen student knowledge and understanding.

Target Audience: Secondary Math teachersDate: April 2012


Demonstration Classroom : Harnessing the potential of TI Nspire in Secondary Mathematics ClassroomWe will examine how to harness the potential of technology as a tool in the mathematics classroom to engage, motivate, and advance our learners. First, through the collaborative co-construction of a three-part lesson, we will investigate how TI Nspire handhelds can be used to promote a classroom environment where learners engage in problem solving, reasoning and

decisions impact student learning of mathematics content within an actual classroom setting. Further, we will see in action how students as active participants in constructing their own knowledge can deepen understanding. Lastly, we will debrief and consolidate our experience as we determine how to transfer our day’s learning and employ the technology as a tool in our mathematics classrooms.

Target Audience: Secondary Math teachersDate: December 2011

Demonstration Classroom 1 : Using Web based resources in the Mathematics ClassroomTeachers will observe students working with web based resources such as wiki’s, web sites, drop boxes etc. Through the use of technology, students will explore different ways to communicate their mathematical knowledge and thinking for a wide variety of audiences. Students will use web resources to share ideas, collaborate on projects and submit assignments. Teachers will see how web sites can be used to support school-home communication through accessible internet sites.

Target Audience: Secondary Applied Mathematics teachersDate: February 2012

Demonstration Classroom 1 : Using Good QuestionsWe will investigate good problems: what they are, how they can be developed, how they can be assessed, and how they can be used to meet the needs of diverse learners. First we will collaboratively co-construct a good problem to be used in a three-part lesson to encourage the application and communication of mathematical thinking. Second, we will observe how our instructional decisions impact student learning mat ematics and within an actual classroom setting through an assessment for learning lens. Lastly, we will debrief and consolidate our experience as we examine and provide descriptive feedback on student responses.Target Audience: Primary Beginning teachersDate: December 2011

Demonstration Classroom 1 :Technology in the Mathematics ClassroomWe will examine how to harness the potential of technology as a tool in the mathematics classroom to engage, motivate, and advance our learners. First through a collaborative co-construction of a three-part lesson, we will investigate how the SmartBoard can be used to differentiate mathematics instruction. Second we will observe how our instructional decisions impact student learning within an actual mathematics classroom through an assessment for and as learning. We will debrief and consolidate our experiences as we determine how to apply our day’s learning and employ technology in our own classrooms.Target Audience: Junior and Intermediate beginning teachers Date: May 2012


Engagement 1: Math-e-Motion

through engaging activities and problem solving situations. Teachers work along side students to learn new strategies for teaching mathematics and practice these strategies with the students at the institute.

Target Audience: Grade 7-9 students and teachersDate: August 2012

Engagement 2: Mathematics Contests & the Ontario Math OlympicsLook out for system communication that informs teachers, students and parents about local, web-based and provincial mathematics competitions. Mathematics competitions provide students with purposeful and goal-oriented mathematics learning. By engaging students in mathematics competitions, the preparing and coaching that teachers provide in themselves are professional learning opportunities for teachers. The development of coaching skills in

can be made relevant to and used as part of effective mathematics instruction.

Target Audience: Grades 4 - 9 students and teachersThroughout the year

Mathematics CL/ACL symposium Curriculum leaders will meet to examine new trends in mathematics curriculum and teaching as well as collaborate on mathematics leadership. We will explore mathematics and technology, assessment and evaluation, building professional learning communities, and current pedagogy and research-based instructional practices.

Dates: Regular meetings as of October 2011

STUDENT ENGAGEMENT WITH TEACHERS

TEACHER LEADERSHIP


MU Music

MODULES OF LEARNING

Exploring the Arts in K/1The Arts, Music, and Early Years invite 30 Kindergarten/Grade One teachers for 4 half day sessions incorporating Visual Arts, Drama/Dance, and Music to explore the languages of drama, movement, visual expression, and music as a way of developing thinking and expressing emotions in young children. Through this module, we will discover effective ways to document and make visible the learning in our classrooms, and to share these insights at our professional learning sessions and through an on-line professional learning community.

Fall Module: October - NovemberSession 1: Investigating Visual Arts Materials and Practices In this session we will begin to explore the range of possibilities that present themselves when children use art materials in open -ended ways. You are invited to choose from painting, drawing, printmaking and sculpture processes

at and talking about professional artists’ work will be woven in to this session in order to see how images can provide exciting ways for children to explore and connect stories and feelings to their own experiences.

Session 2: Music teaching and learning in the Early YearsThis session will provide you with a practical opportunity to learn singing games, activities and creative music tasks appropriate for Kindergarten and Grade 1. Focusing on the Kodaly Approach to music teaching and learning, we will examine pedagogy and explore strategies for effective teaching and assessment. We will also have the opportunity to investigate primary music resources and songs in both French and English.

Session 3: Expression through Drama and DanceIn this half-day professional learning session, we will focus on drama and dance experiences that engage young learners in pretend play and kinaesthetic expression of thoughts, feelings, and ideas. We will explore ways to encourage young children to theorize, make inferences, and communicate their understandings through drama and dance.

Session 4: Teachers will bring your students to a theatre/dance performance at Theatre Direct. Follow-up activities will be facilitated in the classroom. Subsidized tickets will be provided.

Winter Module March- MaySession 1: Investigating Visual Arts Materials and Practices In this session we will begin to explore the range of possibilities that present themselves when children use art materials in open -ended ways. You are invited to choose from painting, drawing, printmaking and sculpture processes


at and talking about professional artists’ work will be woven in to this session in order to see how images can provide exciting ways for children to explore and connect stories and feelings to their own experiences.

Session 2: Music teaching and learning in the Early YearsThis session will provide you with a practical opportunity to learn singing games, activities and creative music tasks appropriate for Kindergarten and Grade 1. Focusing on the Kodaly Approach to music teaching and learning, we will examine pedagogy and explore strategies for effective teaching and assessment. We will also have the opportunity to investigate primary music resources and songs in both French and English.

Session 3: Expression through Drama and DanceIn this half-day professional learning session, we will focus on drama and dance experiences that engage young learners in pretend play and kinaesthetic expression of thoughts, feelings, and ideas. We will explore ways to encourage young children to theorize, make inferences, and communicate their understandings through drama and dance. Session 4: Teachers will bring your students to a theatre/dance performance at Theatre Direct. Follow-up activities will be facilitated in the classroom. Subsidized tickets will be provided.

Target Audience: K and Gr. 1 teachersAll sessions are half day sessions

Orff Workshop Series K - Gr. 6In this module, teachers will explore hands on activities for teaching musical skills and fundamental concepts. The emphasis is to develop students’ music literacy and critical thinking skills as teachers engage their students through the creative process. Each session will build on the knowledge and experience the teachers gained from implementing the new learning in their music classrooms in between sessions. Emphasis will be placed on student engagement;; active music making and helping students build musical knowledge through creative Orff activities.

Session 1: Teacher leaders will offer teachers hands on activities for teaching musical literacy skills through music and poetry.

Session 2: In this second session of the series, musical literacy skills (rhythmic reading, melodic notation, form) will be developed through active music making activities, based upon Canadian Folk songs.

Session 3: In this third session of the series, emphasis will be placed on music from diverse cultures, while building on the literacy skills of the previous sessions.Optional: Bi-Monthly sharing and read through sessions

Target Audience: Elementary music teachersDates: October 13 2011;; February 2 2012;; April 12 2012 4:00- 6:00 p.m.

Learning to Play and Teach the Ukulele in the Junior ClassroomThis learning module will focus on learning to play basic chords and simple songs that can be incorporated into a junior music classroom. The sessions will be led by Melanie Doane, who is an accomplished and highly regarded ukulele player and teacher in Canada. Teachers will also explore a variety

Mu


of instructional strategies for effective instruction for all students in the junior classroom. A variety of ukulele resources will also be examined. Participants must commit to attending three after school sessions and a half day session

Target Audience: Junior classroom or music teachers – beginner ukulele playersDate: October/November 4:00 - 6:00 p.m.

Sound Advice Choral Series with Jean Ashworth Bartle Grades 4 - 6Primary Focus: During this four part series, teachers will observe distinguished children’s choir conductor Jean Ashworth Bartle as she works with a TDSB demonstration choir

Teachers will observe Jean Ashworth Bartle as she works with the demonstration choir from Denlow Public School. Effective assessment as and for learning strategies will be explored throughout this series, as well as strategies to develop a collaborative choral community in schools. Teachers will observe and implement strategies geared towards in-tune singing, healthy vocal production for students, breath support, repertoire selection and rehearsal strategies. Each session will build on the knowledge of the

teachers. Teachers will also receive copies of the selected repertoire so they can implement their new learning with their school choirs. This repertoire will include samples from the Kiwanis Music Festival 2012 syllabus and repertoire for the TDSB non-competitive Choral Music Festival. Upon successful completion of this series, teachers will receive a signed copy of Sound Advice by Jean Ashworth Bartle.

Optional Session: Choral Music in the Global ContextA choral reading and discussion session at the University of Toronto on Saturday, November 19, 2011. This professional learning day will be presented in partnership with the University of Toronto Faculty of Music.

Target Audience: Teachers Grades 4-6Dates: October 4, 11, 18 and 25, 2011 4:00 - 6:00 p.m.

TDSB/Toronto Children’s Chorus Choral ProjectPrimary Focus: Raising the level of artistry in participating conductors’ choirs through networked professional learning communities to guide teachers toward exemplary practice.

Conductors will develop a close working relationship with Elise Bradley and the Toronto Children’s Chorus. Elise Bradley is a highly accomplished and internationally recognized music educator and conductor, whose choirs have won awards and accolades around the world. Music instructional leaders will be available to work with participating conductors and their choirs in between sessions to help conductors implement the new learning.

Session 1 Setting the Context with Elise BradleyTopics will include a study of choral gesture, getting singers in tune, healthy vocal production, breathing, selection of repertoire, what constitutes a good choir and a good conductor. Session 2 Observation of Teaching in ActionTeachers will observe the Toronto Children’s Chorus TCIII rehearsal and discuss strategies used to ensure student success.


Session 3 Workshop #2 with Elise BradleyTopics will include a study of the choral sound concept, choral gesture, getting singers in tune, healthy vocal production, breathing, selection of repertoire.

Session 4 Workshop #3 with Elise BradleyParticipants will work in the classroom of one of the participants. Teachers will teach and conduct the students, implementing their learning from the previous sessions. All teachers will engage in peer observation and feedback sessions.

Session 5 Joint rehearsalThis will involve the participating teachers’ junior choirs and the Toronto Children’s Chorus coming together for a rehearsal. Each teacher will have a

Session 6 Choral SymposiumThe teachers/conductors and their junior choirs will attend the Toronto Children’s Chorus/TDSB choral symposium led by Elise Bradley. The focus of this symposium will be effective vocal warm-ups and student engagement and development of choral skills (blending, tone production, diction) through the selected repertoire. Teachers will observe Elise teaching and will record and discuss teaching strategies employed.

Session 7 ObservationTeachers will observe a Toronto Children’s Chorus rehearsal and then meet

Session 8 PerformanceParticipating teachers and their junior choirs will participate in the culminating concert to demonstrate the consolidation of their learning.

Optional Sessions: 1. Choral Music in the Global Context: A choral reading and discussion session at the University of Toronto on Saturday, November 19, 2011. This professional learning day will be presented in partnership with the University of Toronto Faculty of Music. 2. Masterclass with Anton Armstrong, Conductor of St. Olaf Choir on April 13, 2012

Target Audience: 6 experienced conductors of Junior Choirs and 6 conductors who would like to audit the learning module.

Dates & Time: October 7, 2011 8:30-11:30 am October 19, 2011 5:00-8:00 pm November 18, 2011 12:30–3:30 pm February 10, 2012 8:30 –11:30 am February 14, 2012 5:00 – 6:30 pm March 8, 2011 8:30-11:30 April 3, 2012 5:00-8:00pm April 19, 2012 7:00 – 8:30 pm

uilding Voices” - Grade 7/8 Choral Music ExplorationPrimary Focus: This Learning Module proposes to build teacher capacity by focusing on exploring the intermediate voice, repertoire and assessment as and for learning in the grade 7/8 choral environment.

Working with expert teacher, conductor and composer Dr. Lori-Anne Dolloff, Associate Professor, Faculty of Music, University of Toronto and with TDSB


Music Department Instructional Leaders, these teachers will form a dynamic community of learning, deepening their skills and ultimately improving the success of their students. A focus will be given to the performance of repertoire based on the North American Aboriginal tradition. Using a collection of diverse

technique including the changing voice, and choral conducting in the vocal music classroom.

Session 1 Focus on Indigenous Tradition;; Deepening our understanding: Teachers participate in a professional learning workshop which will focus on Indigenous traditions in learning and in music performance. Teachers will be able to make connections to music and repertoire choices using authentic

Session 2 Vocal Technique in the Intermediate Choral Program: Using the demonstration classroom model Dr. Lori-Anne Dolloff will provide Job-embedded learning for the teachers and their students. Teachers will

to teaching the adolescent learner.

Session 3 Demonstration Classroom Visit Teachers will visit an intermediate vocal demo classroom where several teachers will teach and receive feedback from their peers.

Session 4 Conducting and other issues in the Intermediate Music Program:

areas of focus. Teachers will have the opportunity to work with Dr. Dolloff in a workshop setting and then observe her model techniques. Session 5 Culminating PerformanceTeachers and students will perform at the TDSB Showcase concert in March. Through performance, teachers and students have the opportunity to consolidate knowledge and skills through a demonstration of learning.

Optional Session: Choral Music in the Global Context: A choral reading and discussion session at the University of Toronto on Saturday, November 19, 2011. This professional learning day will be presented in partnership with the University of Toronto Faculty of Music.

Target Audience: Grade 7/8 Music TeachersMaximum Number of Teachers: 20

Dates & Time: January 18: 12pm - 4pm Teachers with Dr. Dolloff January 19: 9am -11:30 am Teaching Session with Teachers and Students February 1: 9am – 3:30 pm Demonstration Classroom with Dr. Dolloff February 29: 9am – 11:30 am Teaching Session with Teachers & Students March 6: 6pm – 9pm Dress Rehearsal and Culminating Concert


Technology in the Music Classroom – Garage Band Grades 7-12Primary Focus: Using Garage Band in the music classroom to further student achievement and to engage students in musical literacy while making direct links to the creative process.

Session 1 Intro To Garage BandThis introductory session will offer teachers a practical session to explore the

basic recording, making loops, multi tracking concepts, quantization, copying/pasting, and transposition.

Session 2 Garage Band 2011

adding acoustic tracks, using the mixer, splicing, exporting to another device) will be the focus of this session. Teachers will be encouraged to explore these applications with their students between sessions.

Session 3 Incorporating Garage Band into the learningDesigning individual learning programs using the Garage Band Help Extras will be explored at this session. Teachers will discuss how this technology can support music teaching and learning as they examine and assess student work. Teachers will also participate in a demonstration classroom of students using this technology as part of their music program.

Session 4 Engaging your students with the help of Garage BandThis session will allow teachers to share how they have used this professional learning in their classrooms. They will examine and focus on how they can meet the curriculum expectations in an engaging manner using this and other technology.

Target Audience: Intermediate/Secondary Teachers Date: TBD

Global Connections in the Music ClassroomPrimary Focus: This module offers a fascinating examination of global music education. The module will be offered in the fall and teachers must commit to all 4 sessions of the module. An optional session on global music in the choral context on Saturday November 19, 2011 is part of this exciting module. Each teacher will receive a copy of Teaching Music Globally, by Patricia Shehan Campbell. Session 1: South Indian SolkattuIn this half day session teachers will experience South Indian Solkattu (Indian rhythmic language) activities with guest musician Suba Sankaran. Together teachers will examine how to bring these activities to life in the music classroom and how to connect these activities to the student’s own musical understanding. Facilitated discussion about assessment strategies and collecting evidence of student learning will also be part of this sessionDate: October a.m.

Session 2 Afro-Cuban MusicIn this half day session teachers will experience Afro-Cuban songs and rhythms and activities with guest musician Steve Mancuso. Together teachers will examine how to bring these activities to life in the music classroom and how to connect these activities to the student’s own musical understanding. Facilitated discussion about assessment strategies and collecting evidence of student learning will also be part of this session. Date: December 9, 2011 – pm


Session 3 Examining the Evidence and Planning Future Learning

journals, video or audio clips). Facilitated discussion about the artefacts in relation to musical learning within the global context and a sharing of successful teaching strategies related to the art facts will be the focus of this after school session. Date: January 2012 - am

Session 4 Leading the Way in Global MusicThis culminating session will focus on teacher leadership in Global Music. Teachers will share their strategies and activities as well as their understanding of teaching Global Music with TDSB teachers from across the system in an after school session.Date: May 2012 – 4-6 pm

Optional Session: Choral Music in the Global ContextA choral reading and discussion session at the University of Toronto on Saturday, November 19, 2011. This professional learning day will be presented in partnership with the University of Toronto Faculty of Music.

Target Audience: A cross-panel group of 20 Music Teachers who wish to incorporate global music resources including the TDSB World Music Kits into their programs.

String and Band MusicConductors will meet and rehearse with the TDSB Youth Ensembles (Orchestra and Band). These board wide ensembles encourage students to grow musically by challenging them with advanced repertoire. This opportunity for teachers includes a PLC to discuss strategies to promote teaching excellence, exemplary practice, and creating a culture of caring and engagement that support the development of the whole child. Teachers will be encouraged to participate on a secondary instrument so that they can learn alongside students.

Session 1 The EnsembleTeachers attend either the band or orchestra rehearsal sitting in with the ensemble on a primary or secondary instrument. Band: Monday March 5, 2012 5:00 - 7:00 pmOrchestra: Monday, Feb. 27, 2012 5:00 -7:00 pm

Session 2 The RepertoireTeachers attend either the orchestra or band rehearsal for a repertoire reading session with the students. Discussions to include the following topics What makes a piece of music quality repertoire?;; How to move past pop tunes

challenges, engages and ultimately moves the ensemble forward. Band: Monday April 2, 2012 5:00 - 7:00 pmOrchestra: Monday, March 26, 2012 5:00 - 7:00 pm

Session 3 The RehearsalTeachers attend a half day PLC session participating in a guided discussion about the important components of planning and implementing a rehearsal;; warm ups, setting musical goals, assessing the learning, rehearsal sequence, staying on track, teaching students to make musical decisions and to evaluate their own learning. Band: April 11, 2012 1:00 – 3:30 pm Orchestra: April 11, 2012 1:00 – 3:30 pm


Session 4 The Performance: Teachers attend the TDSB Youth Band & Orchestra performance at the Accent Concert. Teachers will perform one selection with the student ensemble.Tuesday, April 24, 2012 7:30 pm

Target Audience & maximum size: String and Band Music Teachers – Max 30Location: Strings - Earl Haig SS;; Band - York Mills CI Date: February – April 2012

REAL Music: Relevant, Effective, Accessible Learning for All - The 2nd Annual Secondary Music Teachers Winter Conference

Target: Beginning and Experienced Secondary Music EducatorsFriday, February 17, 20128:30 – 3:30 Location TBA

Demonstration Classroom 1: The Junior Choral Classroom Primary Focus: Junior choral repertoire, student assessment as and for learning and differentiated instruction in the Junior choral classroom. Two demonstration classrooms will be offered for elementary teachers. Teachers will observe strategies for student engagement and differentiated instruction, selection of choral repertoire and integrating assessment as and

and teachers will discuss and share strategies that they can apply based on the individual needs of their students.

Target Audience: Elementary teachers who teach Junior musicEast Region Dates: October 20, 2011 and February 16, 2012West Region Dates: October 12, 2011 and February 15, 2012

Demonstration Classroom 2: Successful Teaching Strategies in Secondary MusicPrimary Focus: Teaching strategies for band, strings, vocal and guitar classes at the secondary levelTeachers will have the opportunity to observe music lessons and strategies

meeting the needs of a variety of learners and assessment as and for learning strategies in secondary instrumental and vocal classes will be part of this demonstration day.

Target Audience: Secondary music Teachers Date: November 21, 2011

Demonstration Classroom 3: Instrumental Music Teacher (Band 7- 10)Primary Focus: Instrumental Music Pedagogy with focus on Assessment & Evaluation techniquesTeachers will attend band classes to observe classroom routines, instrument management, and assessment & evaluation strategies. This peer observation

school settings. Target Audience: Band teachers - Grade 7 & 10Date: Winter/Spring 2012



Demonstration Classroom 4: Global Music in the secondary classroomPrimary Focus: Global music with a focus on drumming, singing and dancing from the Cuban Brazilian tradition, student assessment as and for learning, student engagement and differentiated instruction in the secondary music class.Teachers from grade 7-12 will observe a music program which focuses on engaging students through the study of Global Music. Assessment as and for learning, differentiated instruction and helping students make connections to their own knowledge and cultural identity will be examined and discussed in a

Target Audience: Grade 7-12 music teachersDate: March 1, 2012

Demonstration Classroom 5: Meeting the Needs of All Learners through Music Primary Focus: Differentiated Instruction in Instrumental MusicTeachers will have the opportunity to observe music lessons that use differentiated instruction strategies to engage students in the instrumental

learners and assessment as and for learning strategies in the instrumental class will be part of this demonstration day.

Target Audience: Instrumental band teachers Grades 7-12 Date: October 6, 2011

Demonstration Classroom : The Creative Process in MusicPrimary Focus: Teaching music in the elementary grades using the creative process.Teachers will have the opportunity to observe music lessons focused on meeting the Ontario Arts Curriculum through the creative process. Small group discussion focused on the creative process cycle and its relation to assessment as and for learning will be part of this demonstration day.

Target Audience: Elementary Music TeachersDate: January 25, 2012

Demonstration Classtroom : The Orff Music ClassroomPrimary Focus: Teaching and learning music the Orff way. Observe a master teacher in action in a vibrant Orff music classroom. Teachers will observe how the Orff process can be structured in the elementary music classroom to promote student engagement and success for all learners.

Target Audience: Primary/Junior teachersDate: February 9, 2012

Engagement 1: Elementary Instrumental SymposiumOne of the aims of the symposium is to give students an opportunity to learn about their instrument through high quality repertoire that they will work on in a master class setting, as well as in small group clinics led by an expert on

instruction on their instruments in their Master Classes, with less emphasis on the full group session. This will enable students to work in a retreat style



setting with an expert on their instrument

Target Audience: Grade 5 – 8 band and strings students and teachersDate: November 2011

Engagement 2: Elementary non-competitive Choral Festival Elementary teachers and their choirs can participate in festival sessions for Primary, Junior and Intermediate Choirs. This is an opportunity for teachers and students to perform for an audience, to hear other school choirs perform and to celebrate their accomplishments. Choirs and their conductors will have the opportunity to work with a professional adjudicator in choral sessions and receive valuable feedback and suggestions for future growth.

Target Audience: Grades 1 – 8 School Choirs ( primary, junior, intermediate divisions) and teachersDate: April 2012

Engagement 3: Showcase ConcertsSchool ensembles are invited to perform in the world class George Weston Recital Hall at the Toronto Centre for the Arts. These concerts bring students and teachers and their school communities together to showcase and celebrate the performances from a variety of school music programs.

Target Audience: Elementary and Secondary Schools from across the TDSBDates: January 17, 2012 7:30 pm. March 6, 2012 7:30 pm

Engagement 4: Spring Festival ConcertIn 2012, the TDSB will celebrate the 126th annual Spring Festival Concert.

operate in our elementary schools. Teachers are invited to audition their school ensembles (Jr. or Int. choir, Orff, recorder, steel pan, world music group) for an opportunity to perform in this concert. Students in grades 6, 7 and 8 are invited to audition to participate in an all-city ensemble (band, strings, orchestra). Student auditions will be scheduled in January 2012. For more information, please visit the Music Department website: http://tdsbweb/program/music.

Target Audience: Elementary students and teachersLocation: Massey HallDate: Dress Rehearsal – Wednesday, May 9, 2012 Spring Festival Concert Thursday, May 10, 2012

Engagement 5: Sounds of Toronto Concert Secondary music teachers are invited to participate in the organization of this concert through the TSSMTA (Toronto Secondary School Music Teachers’ Association). This concert features solo school groups as well as several combined school ensembles. For more information, please visit the Music Department website: http://tdsbweb/program/music

Target Audience: Secondary students and teachersLocation: Massey HallDate: Dress Rehearsal – Tuesday, April 3, 2012 Sounds of Toronto Concert - Wednesday, April 4, 2012


Engagement 6: TDSB Youth Band and Youth OrchestraAn extended opportunity for secondary students who wish to perform in an orchestra or a concert band as an extension/enrichment to their school based program. The orchestra, conducted by Phil McConnell, rehearses at Earl Haig SS on Monday evenings from October to April. The band, conducted by Dr. Jeff Reynolds, Prof. University of Toronto Faculty of Music, rehearses at York Mills CI from January to April.

Target Audience: Secondary band and string students who want an enriching experience and teachersLocation: Orchestra – Earl Haig Band – York Mills Dates: October to April Mondays 5:00 -7:00 pm Final concert scheduled for Tuesday, April 24, 2012, 7:30 pm.

Engagement 7: Panfest! 2012A weeklong celebration of pan music involving elementary and secondary students and teachers and community pan groups. Schools, teachers and instructors are invited to apply to participate in this celebration of student success. Target Audience: Elementary and secondary Steel Pan students, teachers and instructorsLocation: Bickford CentreDates: April 23-27, 2012

Engagement 8: Non-traditional Jazz FestivalTeachers are invited to bring their jazz ensembles to participate in this

professional jazz musician. Target Audience: Grade 7-12 students of non-traditional jazz ensembles and teachersDate: February 2012

Engagement 9: Orff FestivalOrff ensembles are invited to perform and to receive an adjudication from an Orff Specialist. All students will also participate in a set piece. Registration and more information is available on the Music Department website. Target Audience: Elementary Orff Ensembles and teachersDate: May 2012

Engagement 10: Music By the LakeA residential music camp where students participate in either band, strings, steel pan or choir. Students spend 4 hours each day developing their musicianship and technique and learning together in a camp environment. 70 secondary students attend the camp as mentors for the younger students. Applications will be available in January 2012.

Target Audience: Students in grades 6-8 and teachersLocation: Camp Wahanowin, Orill a Date: June 2012

Engagement 11: FusionFest 2012Schools are invited to send a school winner to the Regional Challenge. Students from grade 7-12 are invited to sing solo or in an ensemble with a live band or with instrumental track. For more detailed information, please see the FusionFest 2012 Guidelines which are available on the Music Department Website and on Chris’ Place.


Target Audience: Students in grades 7-12 and teachersDates: Regional Challenges: Feb. 21 and Feb. 23, 2012Final Challenge: Thursday, March 29, 2012, Toronto Centre for the Arts

Engagement 12: Vocal FestivalClassroom teachers involved in the vocal staff development program are invited to bring their classroom choirs to perform at the vocal festival and to receive an adjudication from a choral specialist. All students will perform the festival piece and an own choice selection. Registration and more information will be available on the Music Department website and AW.

Target Audience: Elementary Classroom Choirs in the Vocal Staff Development program and teachersDates: May 2012

KNAER Project Engage to Create! is a professional development project to establish collaborative (professional) learning communities of about 4 teachers each.

or improvising. Teachers accepted into the project will be funded for the equivalent of 6 days of release time to pursue their learning goals and project implementation. This project is funded by KNAER.

The Music Department will continue to work with music and research colleagues at University of Toronto to coordinate this action research-based

have submitted proposals.

Target Audience: 15 - 20 teachers.

TEACHER LEADERSHIP


S/T Science & Technology

MODULES OF LEARNING

Primary Inquiry in the Outdoor ClassroomThis module will guide the primary teacher into facilitating purposeful inquiry in the outdoors. Outdoor Inquiry provides primary students an opportunity to learn from and interact with their school ground environments. Teachers will learn: how to integrate the use of the Science Kits with outdoors activities in order to collect primary data on plants and organisms for analysis and display, how to provide a context to gather and organize ideas and information for writing, and how to create two and three dimensional works of art for communicating ideas, thoughts and feelings.

This module consists of three face to face sessions and one demonstration classroom day.

Target Audience: Primary grade teachersDates: Session 1: March 23 Session 2: April 4 Session 3: Demonstration classroom Session 4: May 24

Grade 6 Electricity: Inquiry, Integration, and SustainabilityPrimary Focus: Engaging students through inquiry and integrated study of electricity and renewable energy resources e.g. solar powerThe grade 6 electricity unit is a natural topic for purposeful inquiry and the integrated study of concepts related to the environment, sustainability, and conservation. Teachers will explore inquiry strategies for teaching key concepts about electricity, and explore curriculum connections that support conservation and sustainability issues. Participants will examine and/or develop assessment and evaluation plans that lead to a contextually rich culminating task that relates to solar energy and the TDSB solar panel partnership.

Target Audience: Grade 6 science and technology teachersDates: Session 1: Late November Session 2: January 23 Session 3: February 21 Session 4: May 2

Grade 8 Systems in Action: Science and Technology and EcoSchools Primary Focus: Pioneer the Systems in Action unit of the Grade 8 curriculumThis is an opportunity for grade 8 teachers to “pioneer next practice” by sharing and developing a science kit/resource based on best practices from their own programs. Working in groups, teachers will translate their visions and ideas for a new science kit which will be developed and distributed through


the Science Kit Centre. The group will co-construct the criteria for a unit based on the principles of systems and integrative thinking which support the grade 8 Systems in Action strand. Groups will then develop, present, and select proposals for the new kit.

Target Audience : Grade 8 teachers Dates: Session 1: November 22 or 23 Session 2: January 18 or 19 Session 3: Teacher/school based work Session 4: April 24

Inquiry in Grade 7 SciencePrimary Focus: Inquiry in science, Grade 7 Science and Technology with a focus on Heat in the Environment KitThe grade 7 Heat in the Environment kit provides opportunities to students to experience hands-on inquiry using ICT. Strategies for integrating the use of this equipment with other strands in science, literacy and numeracy will be shared.Leadership Development Day: Two teachers with experience using the Heat in the Environment kit will be selected for one day of leadership development for the purposes of a demonstration classroom. The IL /PC will meet with the teachers to demonstrate a model lessons in a classroom context.

Target Audience: Grade 7 teachersDates: Session 1 October 25 Session 2: December 7 Session 3: Demonstration Classroom Session 4: April 11

Interdisciplinary Teacher Collaborative Inquiry New research demonstrates clear and compelling links between science, literacy and student achievement. This research positions “the acquisition of the knowledge, skills and dispositions of science as the end, and language and literacy as part of the array of means that can help students achieve that end”. Students who receive literacy instruction embedded in science content

will have opportunities to actively craft an authentic inquiry question (eg.What

teach with an emphasis on student learning and engagement, and disseminate

by Science and Technology and Literacy instructional leaders

Target Audience: Elementary teachersDate & Location: Session 1: October 12 Session 2: November 16 Sessions 3/4: Teacher/school based work Session 5: TBA

Combined Grades: Integrated Curriculum & Big Ideas LearningElementary teachers of combined grades co-plan units and lessons that employ evidence based strategies built on differentiated instruction and assessment for and as learning.

Session 1: Teachers learn various planning and teaching-learning strategies including differentiated instruction that can be effective in teaching combined grade classes. Teachers will also focus on investigation and inquiry skills that are common for all grades. Teachers co-plan lessons incorporating these strategies while exploring integrated curriculum to inform teaching and learning

S/T


in combined grade classes

Session 2: A demonstration classroom visit to see combined grades in action. The observations are used to consider how to modify lessons or unit plans through the collaborative development of lessons leading to effective planning for combined grade classes.

Session 3: Teachers co-plan units/lessons incorporating strategies considered with the goal of developing a community of learners in a combined grade classroom at the same time responsive to the learning needs and interests of a wide range of students.

Ongoing – School Visits (November - February): Teachers will commit to implement the strategies they have chosen in the sessions and co-developed in their unit plans. Coaching, descriptive feedback, and support will be provided.

Session 4: Debrief & Celebrate: sharing of best practices, success, obstacles, student stories, images, re-tooling online conference for a wider audience view, as an exemplar for replicable practice.

This module is co-facilitated by Science & Technology and Social & World Studies & Humanities. Modules will be offered to teachers in the east and west and includes online and school-based learning

Target Audience: Elementary teachers of Combined GradesMaximum Number of Participants: 20 East and 20 WestEast RegionDates: Session 1 October 7 Session 2 Demonstration Classrooms Session 3 November 9 Session 4 February 1West RegionDates: Session 1 October 4 Session 2 Demostration Classrooms Session 3 November 8 Session 4 January 31

Assessment and Evaluation in Science through a Collaborative Learning Community

your teaching? How can you modify assessments so that students show their higher order thinking?

Join a team of secondary science Instructional Leader (ILs), teacher leaders, and other teacher participants to form a collaborative learning community (CLC) that looks to focus on developing evaluations that show effective student understanding. The group will focus on assessment for learning and assessment as learning that supports effective assessment of learning. These sessions will engagement, collaboration, peer mentoring, moderated

coaching, facilitating and co-planning.

Leadership Development Day: CLC teacher leaders meet with each and the ILs. Science Instructional Leaders provide support to lead teachers on mentoring other teachers, co-planning, co-teaching, moderating marking, and enhancing professional development.


Session 1: Teachers meet;; explore understanding of big ideas in the science curriculum that informs us how to co-plan lessons, while exploring teaching

Session 2: Teachers participate in moderated marking, share their experiences and make changes for future implementation.

Session 3: Teachers will be provided with a release day to visit one demonstration classroom, co-teach, and co-plan with IL support.

Session 4: Teachers debrief experiences, participate in moderated marking and plan for next steps.

Target Audience: Secondary Science TeachersDates: Either First semester (September - February) Or Second semester (Feb uary - June)

Strategies for Improving Student Success through Collaborative Learning Community (CLC)Would you like to participate in action research? Are you willing to collaborate with other teachers to help try out innovative teaching strategies and support better student achievement? In these sessions, secondary science Instructional Leader (ILs), teacher leaders and teacher participants will work as a Collaborative Learning Community (CLC) with a focus on strategies for improving student success.

Leadership Development Day: CLC teacher leaders meet with each and the ILs. Science Instructional Leaders provide support to lead teachers on mentoring other teachers, co-planning, co-teaching, moderated marking, and enhancing professional development.

Session 1: Teachers meet, explore understandings of the topic, co-plan lessons, teaching and assessment strategies for implementation.

Session 2: Teachers participate in moderated marking, share their experiences and plan for implementation.

Session 3: Demonstration Classroom-Teachers will be provided with a release day to visit one demonstration classroom, co-teach and co-plan with IL support.

Session 4: Teachers debrief experiences, participate in moderated marking and plan for the implementation of the CLC model in their department, home school and family of schools.

Target Audience: Secondary Science TeachersDates: Either First semester (September - February) Or Second semester (February - June)

Enhancing the Collaborative Learning Community

lab? How do you adapt your classroom to open up laboratory work for student direction and investigation? A team of secondary science Instructional Leader (ILs), teacher leaders, and teacher participants will work as a collaborative learning community (CLC) with


will focus on engagement, collaboration, peer mentoring, moderated marking, coaching, facilitating and co-planning.

Leadership Development Day: CLC teacher leaders meet with each and the ILs. Science Instructional Leaders provide support to lead teachers on mentoring other teachers, co-planning, co-teaching, moderating marking, and enhancing professional development.

Session 1:co-planning lessons, and explore teaching and assessment strategies for implementation in the classroom. Session 2: Teachers participate in moderated marking, share their experiences and make changes for future implementation. Session 3: Teachers will be provided with a release day to visit one demonstration classroom, co-teach, and co-plan with IL support.Session 4: Teachers debrief experiences, participate in moderated marking and plan for next steps.

Target Audience: Secondary Science Teachers Dates: Either First semester (September - February) Or Second semester (February - June)

Safety Instruction on Use of Power Tools for Grades 7 & 8This course provides grade 7&8 Elementary science & technology teachers an introduction to hand and power tools as well as opportunity to build familiarity and begin to develop skills. Teachers no longer have an AQ course that teaches hands-on science & technology using power tools. This introduction supports student success through real world technological problem solving with the use of tools in hands-on problem solving.

Dates: Session 1: November 9 -10 Session 2: TBD

Safety in Science Classrooms for New Secondary Science TeachersAre you new to teaching secondary science? Are you just learning about the ins and outs of science laboratory classrooms? Do you practice Safe Science? These sessions focus on teacher preparation of lessons and materials for effective student science investigations in a laboratory science classroom. Teachers will have opportunities for hands-on experiences in both a classroom and a preparation room as well as learn from the experiences of the other teachers present.Learn about:o safe quantitieso chemical useo fume hood useo preparation of solutionso dissectionso understanding and using labelso choosing and using PPE (Personal Protective Equipment)o planning appropriate student activitieso managing materials in a classroomo student engagement

Teachers are expected to complete the TDSB on-line WHMIS training as



part of this course. Please complete WHMIS Part I before attending the Full day of Instruction and complete WHMIS Part 2 after completing the hands-on sessions. Target Audience: New Secondary Science TeachersDates: TBA Secondary Science Demonstration ClassroomsDemonstration classrooms provide science educators to develop shared practice of observing, discussing, and analyzing students learning as descriptive feedback to instruction. For this year, the following will be emphasised in the science demonstration classrooms:Cooperative Learning in scienceLiteracy & Numeracy in scienceInquiry Based Investigations Science Literacy and ESL Science and Critical Thinking For all of the above, at least one assessment strategy is modeled so that the strategy is implemented into one’s practice.

Target Audience: Secondary Science TeachersDates: TBA

Elementary Science Demonstration ClassroomsDemonstration classrooms provide elementary science teachers to develop shared practice of observing, discussing, and analyzing students learning as descriptive feedback to instruction. These are the areas that will be demonstrated this year:Cooperative Learning in scienceLiteracy & Numeracy in scienceInquiry Based Investigations Science Literacy and ESL Science and Critical Thinking For all of the above, at least one assessment strategy is modeled so that the strategy is implemented into one’s practice.

Target Audience: Elementary Science Teachers Dates: TBA

Toronto Air & Space DayToronto Air & Space Day is an educational initiative that brings together grade six students from all over the TDSB, to discover science, technology, engineering, aeronautics, space exploration, and to realize the vision and

served basis. It is free to all TDSB schools

Schools must arrange and fund their own transportation to and from the eventFor more information please contact the Canadian Space Resource Centre 416-396-2421

Target Audience: Grade 6 students and teachersDate: Mid-Late April 2012

Secondary Science Leadership NetworksPrimary Focus: Science department management, teaching and learning strategies in science. Professional conversations among science leaders on current practice and implementation of new ideas and strategies. The CL/


TEACHER LEADERSHIP


ACLs network and share ideas with each other, in their departments and FOS through face-to-face meetings as well as electronically.

Target Audience: CL/ACLNetwork Session 1: OctoberNetwork Session 2: January

Safety Instruction for New Science CLs/ACLs This session is intended for newly hired CL/ACL’s of Science. Discussion will focus around safe practices in the science department, incident prevention measures, TDSB guidelines and protocols for storage, disposal and labeling of chemical and biological specimens. The day will also include a visit to a chemical storage room and discussion as to how to safely organize your chemical storage room.

Target Audience: New Secondary Science CL/ACLsDate: November

Eureka Science ConferenceOn February 17, 2012 the TDSB has a Board-wide PD day for all Secondary Teachers. Eureka is a conference for all TDSB Secondary Science Teachers. There will be a Keynote presentation followed by 4 sessions on a wide range

current thinking and practice in science education, and provokes thinking and examination of issues in science education. There will be time to visit exhibitor’s booths and to collaborate with other teachers in our board. Pre-registration for each of the 4 sessions will be available on Key to Learn shortly before the conference date. Happy conferencing!

Target Audience: Secondary Science TeachersDate & Time: February 17, 8:30 – 3:30


SWSH Social & World Studies & Humanities

MODULES OF LEARNING

Combined Grades: Integrated Curriculum & Big Ideas LearningPrimary Focus: Elementary teachers of combined grades co-plan units and lessons that employ evidence based strategies built on differentiated instruction and assessment for and as learning.

Session 1: Teachers learn various planning and teaching learning strategies including differentiated instruction that can be effective in teaching combined grade classes. Teachers will also focus on investigation and inquiry skills that are common for all grades. Teachers co-plan lessons incorporating these strategies while exploring integrated curriculum to inform teaching and learning in combined grade classes

Session 2: A demonstration classroom visit to see combined grades in action. The observations are used to consider how to modify lessons or unit plans through the collaborative development of lessons leading to effective planning for combined grade classes.

Session 3: Teachers co-plan units/lessons incorporating strategies considered with the goal of developing a community of learners in a combined grade classroom at the same time responsive to the learning needs and interests of a wide range of students.

Ongoing School Visits (November - February): Teachers will commit to returning to their classes and implement the strategies they have chosen in the sessions and co-developed in their unit plans. Coaching, descriptive feedback, and support will be provided.

Session 4: Debrief & Celebrate: Sharing of evidence-based practices, success, obstacles, student stories, images, re-tooling online conference for a wider audience view, as an exemplar for replicable practice.

This module is co-facilitated by Science & Technology and Social & World Studies & Humanities. Modules include online and school-based learning

Target Audience: Elementary teachers of Combined GradesEast Region Dates: Session 1 October 7 Session 2 Demonstration Classrooms Session 3 November 9 Session 4 February 1

West Region Dates: Session 1 October 4 Session 2 Demo stration Classrooms Session 3 November 8 Session 4 January 31

SWSH


Guided Inquiry & Rich Performance TasksTo increase information literacy and historical thinking skills of students, teachers and teacher-librarians as they work towards rich performance tasks (both English and French Immersion) by using a collaborative model between Library and Learning Resources and Interdisciplinary Studies and the Social & World Studies and the Humanities departments.

Session 1: Summer Institute & After School (2nd week of September)Frameworks for the development of student information literacy skills, historical thinking concepts and inquiry-based research.

Session 2: Full Day Professional Guided Inquiry (November)The Student Research Guide, Imagine the Learning & the School Library website, building instruction l practice in teaching research skills including exploring historical thinking concepts as big ideas/essential understandings,

rich performance task. This session is co-planned and co-presented by experienced teachers.

Session 3: Demonstration Classrooms Visits (January)The demonstration classrooms are at John G. Althouse MS, Crescent Town PS, Bowmore Road to view student research lessons on “Heritage Fair” topics

Session 4: School Visits (February-April)Coaching with a descriptive feedback focus, on teacher practice and student learning. This session is supported by digital image/video capture resources as well as ongoing online conference including adjudication of school Heritage Fair projects.Note: The Heritage Fairs organized by Social & World Studies & Humanities is in May.

Session 5: Debrief & Celebrate (Early June)Sharing of best practices, success, obstacles, student stories, images, re-organize the online conferencing for a wider audience view, as an exemplar for replicable practice

This module is co-facilitated with Library & Learning Resources & Interdisciplinary Studies

Target Audience: Elementary teachers of social and world studies and teacher librariansDates: Mid-October to Mid-May

Using Geotechnologies (geo-visual and geo-analytical) in Geographic InquiryThis module brings together Intermediate and Senior teachers to examine geographic inquiry with a focus on geotechnologies. Particular attention will be placed on teaching/learning strategies, classroom management, planning and assessment.

Session 1: Teachers address and explore various planning and teaching/learning strategies including differentiated instruction, use of a range of geotechnologies that can be effective as students conduct geographic inquiry, with a focus on inquiry skills that are essential for all grades as well as progressively more rigorous and complex. Teachers will deconstruct effective lessons and begin to co-plan lessons using knowledge gained from the deconstruction, with the goal of using various types of geotechnologies with their students.


Session 2:studies and geo-visuals such as google earth. The planning will incorporate the use of other ICT applications that support the planned lessons taught in their schools.

Session 3: The third session will be a series of demonstration classrooms or guided inquiry-based learning for teachers to implement the geographic inquiry

demonstration classroom visits and consider how to modify their own lessons or unit plans as they engage in collaborative development of lessons that integrate geotechnologies.

Ongoing online conferencing module reference materials, access to online training as per site license, and coaching by SWSH instructional leaders will be available as teachers return to their classes to implement the strategies and unit plans that have been co-developed in their unit plans.

Session 4: Debrief & Celebrate: Sharing of evidence-based practices, success, obstacles, student stories, images, re-tooling the online conference for a wider audience view, as an exemplar for replicable practice

Target Audience: Intermediate/Senior teachers of geography Dates: Session 1 Early October Session 2 Field activity Session 3 late-October Session 4 February This module is a combination of after school and full day sessions.

History of Africa and Peoples of African Descent CAS331To use literacy and historical thinking skills, assessment for/as learning with culturally relevant and responsive (CRR) pedagogy. This module is co-facilitated by Equitable and Inclusive Schools and the Social & World Studies & Humanities departments.

Session 1: Exploration of CRR frameworks for the development of student literacy skills, historical thinking concepts and inquiry-based research (1st week of October)

Session 2: Professional Guided Inquiry addressing racial achievement disparities and how to use culturally relevant and responsive pedagogy to engage students in their learning. Assessment for/as learning will also be addressed in this session (November)

Session 3: Demonstration Classrooms (November/February)

Session 4: Development of curriculum, unit and lesson plans on the history of AfricaOngoing – online conferencing module reference materials & school-based support by instructional leaders

Session 5: Debrief & Celebrate: Sharing of practices, success, obstacles, student stories, images, re-tooling online conference for wider audience view, as an exemplar for replicable practice. Conduct a needs assessment with the teachers to determine opportunity gaps and next steps (May)

Target Audience: Grades 11 CAS teachers Date: mid-October to mid-May This module is a combination of after school and full day sessions


Demonstration Classroom 1: Junior Social StudiesThis demonstration classroom will focus on how to engage students in the Junior Social Studies classroom. The use of DI, Assessment for/as learning and critical literacy strategies will be emphasized. Participants will engage in professional dialogues based on peer observation and gain a better understanding how to more effectively incorporate engaging learning in Social Studies for all students.

Target Audience: Grades 4- 6 teachersDate: November - January

Demonstration Classroom 2: Primary Students’ Critical Literacy and Writing This demonstration classroom will model effective assessment for and as learning strategies used to promote student reading of informational

expectations. The observations will be the basis to gain a better understanding of teaching that engages students in thinking about perspectives being presented and different points of view in texts at the same time develop metacognition using assessment as learning techniques in social studies.

Target Audience: Grades 1– 3 teachersDate: TBA

Demonstration Classroom 3: French Immersion and Social StudiesParticipants will engage in professional dialogues based on peer observation and gain a better understanding how to support French immersion students through the use of DI, Assessment for/as learning and critical literacy strategies in social studies.

Target Audience: Primary & Junior French Immersion teachersDate: TBA

Demonstration Classroom 4: Grades 7 & 8 History & GeographyThis demonstration classroom will focus on effective strategies to engage combined and single Grades 7 & 8 students in inquiry/project based learning as they develop historical and geographic thinking/inquiry skills through

in professional dialogues based on peer observation and gain a better understanding of how to support students as they engage in project-based

performance task.

Target Audience: Grade 6, 7, 8 teachersDate: November to March

Demonstration Classroom 5: Differentiated Instruction in Civics ClassesIn this demonstration classroom, the focus is on assessment for and as learning braided with differentiation of instruction to engage students. Participants will engage in professional dialogues based on peer observation and gain a better understanding how effective assessment for and as learning can lead to greater student engagement and success.

Target Audience: Teachers of CivicsDate: November - April



Demonstration Classroom 6: Senior History/Politics/EconomicsIn this demonstration classroom, the focus is on assessment for and as learning braided with differentiation of instruction to engage students. Participants will engage in professional dialogues based on peer observation and gain a better understanding how effective assessment for and as learning can lead to greater student engagement and success.

Target Audience: Teachers of senior History/Politics/EconomicsDate: November - April

Demonstration Classroom 7: Effective Assessment Practice in Grades 6, 7, 8 Family Studies

as teachers of Family Studies. The focus will be on implementing TDSB developed curriculum focused on integration using Math, Language, and Physical and Health Education expectations, in a lab or non-lab setting, utilizing assessment for/as learning strategies. Participants will engage in professional dialogues based on peer observation and gain a better understanding how to apply effective assessment for as and of learning in this integrated curriculum.

Target Audience: Grades 6, 7, 8 teachers of Mathematics, Language, Family StudiesDate: November

Demonstration Classroom 8: Grade 11/12 Fashion This demonstration classroom will focus on developing practical skills in the grade 11 and/or 12 Fashion classroom. Participants will engage in professional dialogues based on peer observation and gain a better understanding how to support students to demonstrate safe work skills with tools and equipment in the fashion lab. Discussion around assessment for/as learning will take place

Target Audience: Teachers of senior fashionDate: March - April

Demonstration Classroom 9: Grade 10 & 12 Food LabThis demonstration classroom will focus on developing practical skills in the grade 10 and/or 12 Food lab. Participants will engage in professional dialogues based on peer observation and gain a better understanding how to support students to demonstrate safe work skills with tools and equipment in the food lab. Discussion around assessment for/as learning will take place as

Target Audience: Grade 10 & 12 teachers of family studies foodsDate: October – November

Demonstration Classroom 10: Senior Social Science and Humanities (Philosophy, Religion, Anthropology, Psychology, Sociology)This demonstration classroom will focus on teaching effective research skills to senior students in multiple Social Science courses to better engage students in Social Science inquiry. Participants will engage in professional dialogues based on peer observation and gain a better understanding how to

linked to the Social Science inquiry process that are transferable to any social science class.


Target Audience: Teachers of Senior Social Science Date: November - April

Demonstration Classroom 11: ELL and Social Studies The focus of this demonstration classroom will be on engaging English language learners (ELL) in Social Studies through the use of differentiated instruction and critical literacy strategies in the teaching of Social Studies. Participants will engage in professional dialogues based on peer observation and gain a better understanding how to infuse their current practice with pedagogy that is culturally responsive and relevant by selecting appropriate learning materials that have greater student engagement for English language learners. Social Studies exemplars and culturally diverse resources will be emphasized.

Target Audience: ELL social studies teachersDate: November - April

Demonstration Classroom 12: Developing Citizenship and Social Action in Junior Social Studies The focus of this demonstration classroom will be on developing citizenship and social action in Junior students through learning about social issues of

connections between current day issues with those in our historical past and gain a better understanding how to use pedagogy that is culturally responsive and relevant to engage students in similar explorations. TDSB Social Studies exemplars and the TDSB Social Action Plan will be emphasized.

Target Audience: Junior classroom teachersDate: November - January

Demonstration Classroom 13: Effective Parenting Courses (HSP, HPC, HHG, HPD)In this demonstration classroom, the focus will be on engaging all students who take parenting courses. Participants will engage in professional dialogues based on peer observation and gain a better understanding how to use pedagogy that is relevant to both male and female students being taught the skills and knowledge to be good parents.

Target Audience: Teachers of parenting courses Date: November - April

Demonstration Classroom 14: History for ELLIn this demonstration classroom, the focus is on engaging ELL students

backgrounds in a culturally responsive and relevant manner. Participants will engage in professional dialogues based on peer observation and gain a better understanding how to select appropriate and current learning materials leading to greater student engagement and success.

Target Audience: Teachers of Grade 10 HistoryDate: November - April

Demonstration Classroom 15: Using Historical Inquiry In this demonstration classroom the focus is on supporting students as they engage in inquiry research and historical thinking. Participants will engage in professional dialogues based on peer observation and gain a better understanding how to support students in project-based learning that


concepts of historical thinking. Participants will see how project based learning lead to greater student engagement and success.

Target Audience: Teachers of Grade 10 (Applied and Academic) and senior HistoryDate: November - April

Demonstration Classroom 16:Workplace Canadian and World StudiesIn this demonstration classroom, the focus is on how to include assessment for and as learning with differentiation of instruction to support the needs of workplace destination students. Participants will engage in professional dialogues based on peer observation and gain a better understanding how effective assessment for and as learning can lead to greater student engagement and success.

Target Audience: Teachers of Workplace LawDate: November - April

Demonstration Classroom 17: Cultural Responsive and Relevant Pedagogy in Genocide and Crimes Against Humanity/ History of Africa and Peoples of African DescentIn these demonstration classrooms, the focus is on being sensitive to the needs of students as they examine issues and historical cases that are both relevant and controversial. Participants will engage in professional dialogues based on peer observation and gain a better understanding of teaching strategies that engage students in having courageous conversations while respecting the cultural backgrounds and sensitivities of others. Teachers will be introduced to methods of selecting appropriate learning materials leading to greater student engagement and success.

Target Audience: Teachers of Genocide and Crimes Against Humanity and/or History of Africa and Peoples of African DescentDate: November - April

Demonstration Classroom 18: Being a Geographer In this demonstration classroom the focus will be on learning to use inquiry

component plus a range of Geo and other technologies will be used.

Target Audience: Grades 7 - 9 teachers of Geography Date: October- November

Demonstration Classroom 19: Geotechnologies in Action

component plus a range of Geographic and other technologies that will be

sets used in local Map Creation

Target Audience: Teachers of geography and other subjects that use GeotechnologiesDate: February - May


Demonstration Classroom 20: Field work applications in Intermediate and Senior Geography classes The focus of this Demonstration classroom will be to infuse Field activities into the geography classroom. The participating teachers will join a class on

Target Audience: Teachers of geography intermediate and seniorDate: February - May

Demonstration Classroom 21: Geotechnologies - The Essence of Geography In this demonstration classroom the focus will be on understanding how having students create a spatial journal in either Low tech and High tech format will help them to explain the connection of “what is where”, the underlying spatial construct of Geography. This will link literacy skills with geographic inquiry and project-based learning in the creation of a spatial Journal to exemplify the primary essence of geographic understanding.

Target Audience: Grades 6 -10 teachersDate: November- April

Engagement 1: Take Civic Action Student ConferenceTDSB Take Civic Action student conference, with OISE as a partner, that brings teachers and teams of 5 students from grade 10 Civics classes to hear Craig or Marc Kielburger and other NGOs promote social action at the local, provincial, national or international level. This empowers school teams to promote volunteering among their peers and inspires students to meet their 40 hours community service graduation requirement.

Target Audience: Grade 10 Civics students and teachersDate: End of March

Engagement 2: Fundamental Freedoms Student Conference with CCLASenior students attend an all day conference to investigate issues of justice and fairness with leading experts in Canada. Students will attend 2 workshops this year on December 1st at Central Tech.

Target Audience: Grade 11-12 students of Law, Politics, History and teachersDate: End of November

Engagement 3: Law Day Student Conference with OJENSenior students attend a full day conference in mid-April to investigate issues of justice, the role of the courts, and the importance of the rule of law and an impartial and independent judiciary. Sponsored by the 3 Chief Justices of the courts in Ontario and the Ontario Justice Education Network.

Target Audience: Grade 11-12 students of Law and teachersDate: Mid April

Engagement : Grade 10 History and Civics Contest Grade 10 students work in teams of 4 to complete a multi-part test of their knowledge, understanding and thinking about the compulsory Grade 10 courses of Canadian History and Civics.



Target Audience: Grade 10 students of History and Civics and teachersDate: Mid May

Co-Learning 1: Canadian and World Studies and Social Sciences and Humanities CL/ACLs Profes ional Network

Session 1: A key note speaker (Joanne Folville, Edugains) would be invited

closing opportunity gaps. Participants would have a choice of 3 other sessions for the day, for example: Differentiated Instruction;; Descriptive Feedback;; Teaching Ethical Research Skills;; Assessment For/As learning.

Session 2the morning, focusing on school leadership, promoting and participating in the creation of collaborative, safe and supportive learning communities. Participants would have a choice of 3 other sessions for the day, for example: Differentiated Instruction;; Descriptive Feedback;; High Yield Strategies;; Closing the Opportunity Gap;; Teaching Ethical Research Skills;; Assessment For/As learning.

Between Session 1 and 2 ongoing online collaboration among participants.

Target Audience: CL/ACLs from each secondary school Date: Session 1: Fall Session 2: Spring Both sessions will be offered in the east and west regions

Co-Learning 2: Revised Social Science & Humanities Curriculum - Teacher Leadership Development

time the Social Sciences & Humanities curriculum has been revised since its release in 1999, 2000. Changes include the addition of ten new courses, changes in destination for four courses, and the inclusion of the many lenses that teachers now need to include in their teaching. Assessment for, as, and of learning will be addressed as an integral part of the revised curriculum. This curriculum will be implemented in September 2012. There a very diverse range of courses offered from grades 9 through 12 that will be impacted by the revised curriculum.

A Teacher Leadership Team is being established that comprise a team of twelve subject experts who through a PLC will work with SWSH instructional leaders to examine and learn the nuances of the revised Social Science and Humanities, and the family Studies curriculum so that they can co-plan and co-present the revisions into current courses as a leadership group.

Session 1: Instructional Leaders and the Teacher Leadership Development team attend Ministry training session in the fall of 2011. Session 2: Instructional Leader and the Teacher Leadership Development Team will engage as a PLC over 2 days for the purpose of co-planning implementation of the revised curriculum to the system in the winter/spring of 2012.

The Teacher Leadership Development team will co-present with SWSH instructional leaders minimally 9 sessions covering the distinct courses of the

TEACHER LEADERSHIP


SSL18Student Success & Learning to 18

MODULES OF LEARNING

Building Capacity: Financial LiteracyElementary and secondary teachers will be invited to attend one of four sessions which are designed to review the implementation of the scope and

This will complement the Demonstration Classrooms focused on Financial Literacy organized by the Experiential Learning team in conjunction with other subject areas.

Target Audience: Teachers in Grades 4-12Dates: October - 2 sessions February - 2 sessions

Student Success Teachers Grades 7 & 8This one day session is designed to support classroom teachers of Grade 7 and 8 students as they transition students from elementary to secondary school programs, navigate “Choices” and learn about the “More Ways” and other Student Success strategies/opportunities available in secondary schools.

Target Audience: Grade 7 & 8 Teachers Date: January

Student Success Team Days (Mandatory)Student Success Teams will attend a one day session targeted to deepen their implementation of Student Success initiatives. Teams will outline their annual Student Success action plan as it relates to their SIP and expectations in accordance with Ministry deliverables.

Target Audience: Each Secondary and Junior High School to send a team of four consisting of : 1. Administrator2. Student Success Teacher3. Guidance Teacher4. Special Education Teacher

Date: October – 2 sessions, November – 2 sessions, organized by quadrants

Student Success Teachers Grades 9-12This three part professional learning series is intended to support the professional learning and capacity of Student Success teachers, Grades 9 – 12.

Session 1: Teachers who are new to Student Success (Grades 9 - 12) are invited to attend a one day session focused on student success interventions, student re-engagement strategies, and planning for supporting successful transitions of students. Date: September/October


Session 2: Student Success teachers, Grades 9 - 12 will participate in a session focused on effective instructional practice. Assessment “for” and “as” learning will be emphasized while reviewing credit recovery, credit

document. Full day session.Date: February

Session 3: A focus on technology for Student Success teachers, Grades 9 – 12. Hands-on training and exploration regarding the effective use of the Transition Tracking tool, Trillium and the Ontario Educational Resources Bank. Each session will be half a day. Date: November and March

Target Audience: Student Success Teachers

Demonstration Classroom 1: Focus on Differentiated InstructionA total of 4 classrooms will be available as a demonstration classroom where the focus will be on Differentiated Instruction and supporting all students for success.

Target Audience: Teachers in Grades 7-12 Date: November;; January;; April;; May (one session each month)

Demonstration Classroom 2: Focus on Credit Recovery and Credit Rescue Programs

A total of 4 classrooms will be available as Demonstration Classrooms where the focus will be on Credit Recovery and Credit Rescue programming.

and timetabling for Credit Recovery and Rescue programs as well as resources to support Student Success Teachers will be explored.

Target Audience: Teachers in Grades 7-12Date: December - two sessions;; March - two sessions

SSL18


ARTSDance, Drama, Visual & Media Arts

MODULES OF LEARNING

Exploring the Arts in K/1The Arts, Music, and Early Years invite 30 Kindergarten/Grade One teachers for 3-4 half day sessions incorporating Visual Arts, Drama/Dance, and Music to explore the languages of drama, movement, visual expression, and music as a way of developing thinking and expressing emotions in young children. Through this module, we will discover effective ways to document and make visible the learning in your classrooms, and to share these insights at our professional learning sessions and through an on-line professional learning community.

Session 1: Investigating Visual Arts Materials and Practices: In this session we will begin to investigate the range of possibilities that present themselves when children use art materials in open-ended ways. You are invited to choose from painting, drawing, printmaking and sculpture

ideas. Looking at and talking about professional artists’ work will be woven into this session in order to see how images can provide exciting ways for children to connect stories and feelings to their own experiences.

Session 2: Music teaching and learning in the Early Years: This session will provide you with a practical opportunity to learn singing games, activities and creative music tasks appropriate for Kindergarten and Grade 1. Focusing on the Kodaly Approach to music teaching and learning, we will examine pedagogy and explore strategies for effective teaching and assessment. You will also have the opportunity to investigate primary music resources.

Session 3: Expression through Drama and Dance: In this half-day professional learning session, we will focus on drama and dance experiences that engage young learners in pretend play and kinaesthetic expression of thoughts, feelings, and ideas. We will explore ways to encourage young children to theorize, make inferences, and communicate their understandings through drama and dance.

Session 4: You will have the opportunity to bring your students to a theatre/dance performance at Theatre Direct. Follow-up activities will be facilitated in the classroom. Subsidized tickets will be provided.

Target Audience: K and Gr 1 teachersFall Module: October – NovemberSpring Module: March – May


engageARTS: Co-constructing Strong Arts and Literacy Programs

engageArts brings together communities of teachers to co-construct a repertoire of high-yield arts and literacy teaching and assessment strategies. How can we use the arts (dance, drama, and/or visual arts) to differentiate learning and assessment? How can we support our students to make connections, question, examine point of view and think critically about topics of relevance through the arts?

Three models for professional learning are available:

1. Family of Schools Model engageARTS: Arts Integration SOEs and Principals (2 FOS, 20 teachers per FOS;; 2-4 teachers per school);; Grades 4 – 8 Arts IntegrationLaunch date: Friday, Oct. 18This job-embedded professional learning opportunity is targeted to SOEs and principals who are interested in harnessing the power of the arts to support

A professional learning community comprised of teachers, teaching artists, coaches and Instructional Leaders will come together to explore how the arts can expand opportunities for rich literacy learning. On the launch day, we will

learning session. We will also co-plan and teach an integrated unit based on a selected literary source. The development of learning goals and success

and planning. We will examine student work samples and practice the process of giving meaningful descriptive feedback based on success criteria during a

arts teaching practice and construct collaborative inquiry questions to extend our learning.

Target Audience: FOS superintendents, Principals CoachesDates: October – December or Jan –April

FOS Superintendents and principals are invited to contact Christine Jackson, [email protected] to request this learning module.

2. School-Based Model: engageARTS: Dance, Drama, or Visual Arts Focus Principal with Grade Division Teacher Teams (2-8 teachers from one school;; Max – 8 schools)

Join us, as a grade division team, to explore the power of the arts. Division teams are invited to select one strand of the Arts curriculum: Dance, Drama,

teaching and learning strategies and techniques in the arts discipline you have selected. This professional learning module series will be co-constructed with participating teachers and the school principal. Some key features of the module include:

of the arts curriculum (dance, drama, or visual arts) for focused, job-embedded learning

Leader.

mentorship within your school.

ARTS


sessions

Target Audience: division teams of teachers, coaches, principalsDates: October - April (to be negotiated, based on school needs)

To request this learning module: Select a strand of the arts curriculum for your professional learning focus and contact your Instructional Leader to schedule a planning meeting:WEST: Dance and Drama: [email protected]: Visual Arts: [email protected]: Dance and Drama: [email protected]: Visual Arts: [email protected]

3. Teacher Inquiry Model- engage Arts: Deepening Our Learning As an experienced engageARTS teacher, you are invited to identify a topic for further investigation in your own arts teaching practice. We will come together as a learning community to formulate robust questions, determine and

in a structured format in the spring.

Dates: Our professional learning community will come together for full day sessions of professional learning on November 11, Feb 1, and May 16.

Arts and Equity Education - Thinking, Feeling, RepresentingCome and join a learning community that is interested in designing equity-focussed arts experiences for intermediate students (Grades 7 and 8), with a focus on developing critical thinking and deep feeling/empathy.

This professional learning opportunity invites teachers with a focus on arts and equity in their teaching practice to share expertise, gain new teaching strategies, and produce work that can be shared with others. Our learning sessions will include:

dance, drama, and visual arts activities, discussion and equity analysis.

revise a series of equity and arts lessons. Teachers will visit each others’ classrooms and co-plan next steps.

equity teachers and I.L.s. Equity reps f m participating schools will be invited to participate in some components of the learning module.

activities to extend and consolidate learning. Some subsidized tickets will be provided.

or Futures onference. This learning module will begin in November and culminate at the Future onference in May.

Target Audience: Grades 4-6Dates: November 3;; January 24;; March 2;; March 27We encourage teachers to come as learning partners so that you can team together in your home school.


Tuesdays at ArtReach: An Art Studio Drop in for Elementary Teachers

each month to investigate art materials and art making processes in a safe and engaging setting. Come and experiment with the very same art materials that are available to you from the TDSB Distribution Centre and are essential in each classroom.

Teachers will learn what materials to order, how to set up their classrooms and

classroom. How to look at, talk about and assess art will be woven into the

There will be time to connect with colleagues, socialize and share your ideas!

Target Audience: Elementary teachersDates:Tuesday November 1, 2011: watercolour and tempera paintsTuesday December 6, 2011: watercolour, tempera and acrylic paintsTuesday January 10, 2012: collage, photo-transfer, paintTuesday February 7, 2012: collage, photo-transfer, paintTuesday March 6, 2012: Printmaking (Mono printing & Block printing)Tuesday April 3, 2012: Printmaking (Mono printing & Block printing)Tuesday May 1, 2012 and Tuesday June 5, 2012: Collaborative Sculpture Studio with Guest Artist. (This is a two part series and teacher should come to both sessions

Delving Deeper: Rich Assessment and Engaged Learning in the Secondary Arts Classroom Join your arts colleagues – CLS, ACLs, Lead Teachers and Instructional Leaders – as we delve deeper into the Revised Secondary Arts curriculum: Dance, Drama, Media Arts and Visual Arts through the following 4-part professional learning series: (October –June)

Session 1: Discipline–based professional learning session co-facilitated by Instructional Leaders and Arts Leadership Council members. In this full-day session we will investigate print and video learning materials designed by TDSB teachers to support effective assessment as and for learning, and culturally responsive teaching, in the Arts classroom. Teachers select one full day session on Dance, Drama, Visual Arts, or Media Arts Visual and Media Arts: November 23 or Feb 9 Dance and Drama: November or February

Session 2: Experiential professional learning sessions led by teachers, artists, and I.L.s with an emphasis on assessment and culturally responsive pedagogy in action. February 17 2012

Session 3: Co-teach or engage in a Lesson Study by participating in a learning lab setting, which will involve strategies such as co-planning and co-

Session 4: CL/ACL or Lead Teacher networked learning on November 2 8:30 – 10:30 am January 31 1:00 – 3:30 pm March 6 8:30 – 10:30 am April 4 4:00 - 6:00 pm June 22 1:00 - 3:00 pm

On-line learning: Visit Teaching & Learning Website and AW to share resources and strategies with colleagues across the TDSB


Artistic Collaboration & Heightened Engagement Dance & Drama Grades 9-12Are you interested in encouraging more artistic collaboration and active engagement of all learners in your open-level dance and drama classes?Join your dance and drama colleagues to observe, share, and practice a range of equity-focussed approaches to teaching in the drama and dance studio. You will have the opportunity to interact and work directly with students as a component of this module. Areas of focus will include facilitating and mediating a positive learning environment, differentiating learning, and assessing for and as learning. Curricular connections to Responsible Practices and Connections Beyond the Classroom will be emphasized. Module components include:

A full day learning session comprising of:1. A demonstration class co-led by a classroom teacher and Instructional Leader2. An opportunity to work directly with students and to listen to student voices

One after school learning session comprising of:

classroom contexts2. An interactive, collaborative process using Forum Theatre to explore strategies for engagement and student success

Target Audience: Secondary Dance and Drama Teachers Dates: SW: October – Dance and Drama SE: January – Drama NE: March- Dance and Drama NW: – Drama

Student Voices: Creating and Presenting Culturally Responsive Drama Works Grades 9 - 12 How can we support our secondary drama students to tell stories of personal and cultural relevance? Join your colleagues in an exploration of acting and directing strategies designed to help students devise original drama works and interpret texts from Western and non-Western traditions. Together we will discover the connections to the Creating and Presenting strand of the revised curriculum, and practice descriptive feedback and assessment for and as learning methodologies. We will also draw upon our collective experience and expertise as we share and document how students dramatically communicate issues and concerns of importance to them.

Module components include:

demonstration lesson (afternoon) co-facilitated by a teacher and I.L.

practices including lesson plans, assessment tools, rehearsal tips, directing strategies

Target Audience: Secondary Drama TeachersDates: West- November East -


Create a Film in a Day: Media Literacy and Media Text Production

If you are novice, but keenly interested in exploring media production with your students, this module will suit your learning needs. Attend a demonstration

students, then return to your classroom and try it with your own class. TIFF Lightbox will also host a full day of professional learning session at their

Target Audience: Elementary teachers and secondary visual arts and drama teachersDates: January - May

Demonstration Classroom 1: Teacher Collaboration in Elementary Arts Integration Join a team of teachers who share an interest in Arts Integration. Using a variety of literary sources and modeling culturally responsive teaching, the demonstration teacher will guide students through an exploration of cross curricular themes and issues, using role work, dance composition and writing activities. This session may be of particular interest to you if you teach the arts within the framework of prep coverage. In the afternoon, we will have an opportunity to share observations, consider implications in your teaching context, share resources, and plan approaches for effective arts integration teaching.

Target Audience: Prep Coverage and primary TeachersDate: February 1, 2012

Demonstration Classroom 2: The Arts and Emergent Curriculum

emergent curriculum approach where child centred provocations become the focus for exploring students interests and sharing learning. Seeing how children represent their ideas through movement, art, and drama will be highlighted during this day. We will also explore how children make sense of their world and construct knowledge together.

Target Audience: Kindergarten TeachersDate: March 7, 2012

Demonstration Classroom 3: Literacy and Arts Alive Are you inspired by the fusion of arts and literacy? Come and observe students actively engaged in high-order thinking, inferencing, creative interpretation, and meaning making, as their teacher facilitates a literacy-infused drama lesson. In the afternoon, we will debrief the session with a focus on how the arts can unlock literacy potential and provide meaningful assessment as and for learning opportunities.

Target Audience: Primary & Junior grade teachersDate: Jan 20, 2012


Demonstration Classroom 4: Dance Composition in the Junior ClassroomJoin a small group of colleagues in active observation and interactive small group learning. We will observe as students explore and develop movement vocabulary for dance composition in response to culturally diverse sources and themes. In the afternoon, we will share strategies and tools for assessment for and as learning in dance, with a focus on co-constructed success criteria and descriptive feedback.

Target Audience: Junior Grade Teachers;; focus on danceDate: March 5

Demonstration Classroom 5: Visual Literacy: Inspiring Students to Paint How can we integrate Visual Arts with Language Arts? How can we inspire our students to explore and experiment with both ideas and materials? A literary source will be the springboard into exploring how ‘key messages’ in a story provide a strong, open-ended foundation for image making and student learning. In this session, we will observe and discuss how to organize a classroom for painting and establish routines and classroom management strategies that are caring and inclusive. We will also share strategies that encourage students to think creatively and critically in the production of expressive artworks.

Target Audience: Junior Grade TeachersDate: February 1, 2012

Demonstration Classroom 6: Seeing Student Voices How can we establish a classroom environment that encourages student creativity? Come and observe junior/intermediate students using art materials and processes to communicate a message about what is important in their lives. Classroom organization and systems for managing art materials will be evident as teachers observe, engage and share best practices.

Target Audience: Junior and Intermediate Grade TeachersDate: March 29, 2012

Demonstration Classroom 7: Designing the Arts Classroom Environment for SuccessThis demonstration session will model how to integrate drama, dance, and/or visual arts in a Grade 4 classroom. Visiting teachers will learn how to structure the environment with anchor charts and meaningful documentation of student learning in the arts. Teachers will also share ideas, and approaches for planning and generating arts ideas based on student interest and the arts/language curriculum. A focus on the creative and critical analysis process in action will provide visiting teachers with concrete examples of how the processes can be used for assessment as and for learning in the arts.

Target Audience: Junior Grade teachersDate: March 27, Full Day

Demonstration Classroom 8: Empowering Student Voice through Drama and DanceCome and observe students delve into an investigation of social justice and equity issues and consider how to meaningfully use the creative process and critical analysis processes to extend student learning. You will have the opportunity for guided and focused observation of students engaged in whole


and small group learning in drama and dance. Assessment for and as learning strategies will be modeled in the context of drama and dance techniques and structures that promote student engagement and invite authentic expression in the arts. In the afternoon, we will share ideas, strategies and approaches for integrating drama, dance, and equity education.

Target Audience: Gr. 6 – 8Location: Karen Kain School of the ArtsDate: November 2, 2011

Demonstration Classroom 9: Critical Thinking in the Visual Arts ClassroomThis demonstration classroom invites you to observe both the critical analysis process and the creative process in action. Students will participate in small group learning where assessment as learning is modeled through self and peer assessment. As a learning team, we will be able to see one approach to engaging students through a visual arts unit that is culturally responsive and focuses on creating a safe, inviting environment where students are inspired to create. In the afternoon, we will share observations and consider how to adapt these approaches in your classrooms.

Target Audience: Visual Arts Teachers, Grades 7-9Date: November 8, 2011

Demonstration Classroom 10: Critical Thinking and Culturally Sensitive Teaching in Drama Come and join a small team of teachers who share an interest in drama work that invites students to explore social issues of relevance to their lives. During this session, we will observe small group learning in drama classrooms with students engaged in the creative and critical analysis processes. This guided

and opportunities for assessment as and for learning. Lessons will also demonstrate strategies for scaffolding learning and provid opportunities for differentiation in a large, mixed ability drama class. Teacher talk and sharing will centre on your questions, ideas, and interests related to culturally responsive teaching in drama.

Target Audience: Secondary Drama teachersDate: February 2012

Demonstration Classroom 11: Assessment for and as Learning Strategies in the Drama Class Come to this full day session to actively observe small group, interactive learning in drama classes. You will see students apply the creative and critical analysis processes, as they use a range of drama conventions and techniques. You will also have the opportunity to observe and discuss the use of success criteria, descriptive feedback, and other strategies for assessment. This demonstration session will also provide time for teacher talk and sharing of professional expertise related to teaching, learning, assessment, and evaluation in drama.

Target Audience: Secondary Drama teachersDate: November 22, Full Day

Demonstration Classroom 1 : Engaging Multiple Learning Styles in Secondary DanceThis session invites teachers to observe a teacher and her students as they are guided through warm-ups and technique exploration using differentiated



teaching and learning strategies. You will have the opportunity to observe secondary students working collaboratively in the creation of dance works in a variety of styles and forms. Descriptive feedback, co-construction of success criteria and assessment for and as learning strategies will be modeled throughout the lessons. Follow-up discussion will allow us to share observations, ask questions, consider classroom applications in different teaching contexts, and share our expertise with one another.

Target Audience: Grades 9-12 Dance teachersDate: February 28

Demonstration Classroom 1 : Clay as Sculptural Media in an Inclusive ClassroomThis demonstration classroom models an inclusive program where students are working to represent a range of original ideas through clay. The

written focus course in ceramics. The day will also model elements of the revised secondary Visual Arts Curriculum with a particular emphasis on making the creative process transparent and accessible. During the debrief, we will have the opportunity to share observations, ask questions, consider classroom applications in different teaching contexts, and share our expertise with one another.

Target Audience: Secondary Visual arts Teachers Date: November 16

Demonstration Classroom 1 : Digital Design through Emerging Technologies

a learning environment where students are using leading edge technology and social media tools to investigate current issues, express personal responses and connect their learning to the broader community. Innovative assessment

and shared, and we will have the opportunity to share ideas with each other following the demonstration of teaching and learning

Target Audience: Media Arts, Grades 9-12Date: February 24, Full Day

Demonstration Classroom 1 : Culturally Responsive Art Making & Assessment This demonstration classroom will model pedagogical approaches that support

and living in a fair democratic society. Through a photogram process that is accessible and aesthetically engaging, students will communicate expressive messages that evoke discussion and debate. Small group and large group critique will be modeled as a vehicle for providing descriptive feedback. Following the lessons, we will have the opportunity for professional dialogue.

Target Audience: Secondary Visual and Media Arts teachers Location: Ursula Franklin AcademyDate: January 19, 2012 Full Day

Student with Teacher Engagments Through the Arts

These initiatives unleash and showcase both student and teacher excellence across the grades. Invitations for participation will be posted on Direct Line, the Program web-site, Key to Learn, and/or AW, as appropriate.


Engagement 1: Across Experiences Arts co-op Program, with support of Aboriginal Education and Experiential Learning/Co-op Education.Selected secondary school students earn two to four credits in this arts-in-education co-op program. They work as an ensemble to create an integrated performance of Theatre, Dance and Media Arts.

Engagement 2: This is My Neighborhood Art Project and Exhibition. This FOS initiative happens in one Family of Schools each year. Grade 4 and 5 teachers

of media on what makes their community unique. Contact Christine Jackson if this initiative is of interest to you.

Engagement 3: Intermediate PLC and Art Exhibition. Teachers participate in a gallery visit, workshop, and/or curriculum sharing in order to collectively develop a theme for students to investigate in their visual arts programs at school. This PLC engage in ongoing dialogue as the work is visioned, developed and exhibited in a large collaborative installation.

Engagement 4: Secondary PLC and Art Exhibition. Secondary teachers vision an inclusive exhibition of student work that will be exhibited at OCAD University in the spring. A steering committee of teachers design professional development opportunities that will re-engage teachers and inspire new classroom practice.

Engagement 5: Harbourfront Contemporary Craft Project and Exhibition. Each year the Arts Department invites 20 Secondary students to participate with Harbourfront artists in hands-on experiences in design, glass, textiles and jewellery. This 5 day experience provides rich opportunities for exposure to craft techniques and design theory while developing an understanding of contemporary craft.

Engagement 6: FOS, Education Centre Exhibitions and Arts Leadership. The artwork of over 2,000 students will be featured in exhibitions at 5050 Yonge Street, 1 Civic entre Court, and 140 Borough Drive throughout the year.

Engagement 7: Dance and Theatre Festival Showcase. A secondary showcase combining original plays and dance works created and performed by TDSB students. All pieces are inspired by a central theme that explores culturally relevant issues. Students and teachers will work with artists to develop their skills in writing, acting, directing, choreography and performance.

Engagement 8: Dare to Dance. Student choreographers from participating teams explore culturally relevant issues in school based challenges with 12

well known artists and dancers.

For more information contact Christine Jackson, Program Coordinator, The Arts Christine,[email protected] or at 416.394.6416

Co-Learning 1: Assessment & Evaluation Secondary Lesson Study/Work GroupWith the support of PC and ILS, this work group will learn together and

quadrant-based professional learning communities with effective assessment practices. These teachers will co-lead professional learning sessions in each quadrant.

This work group is already established.Date: October 12, 8:30 am – 3:30 pm

TEACHER LEADERSHIP


Co-Learning 2: Culturally Responsive Pedagogy Lesson Study/Work GroupWith the support of PC and ILS, this work group will learn together develop a resource

learning communities with culturally responsive teaching and learning approaches in Dance, Drama, Visual Arts and Media Arts.

These teachers will co-lead professional learning sessions in each quadrant.This work group is already established.Date: October 12, 8:30 am – 3:30 pm

Co-Learning 3: Visual Arts & Media Arts On-Line Exemplary Practice and Capacity BuildingA steering committee of Intermediate and Secondary teachers will collaborate to design a framework for sharing best practices on-line in teaching and learning in visual and media arts. The evolution of this digital resource will document a wide range of student-centred learning. The content for this on-line forum for professional exchange will invite contributions from teachers across the system.

This professional Arts leadership steering team will be established in November.Target Audience : Intermediate and Secondary Date : December 2011 – June 2012


Contact InformationTeaching & Learning Team

Deputy Director - Academic Donna Quan 7-3190

Coordinating Superintendent - Teaching & Learning Gen Ling Chang 4-3934

System Superintendent - Student Success Learning to 18 Christopher Usih 4-3909

System Superintendent - Student Success School Support Partnership John Chasty 4-3919 Central Coordinating PrincipalsMarguerite Campbell 6-2174Science & Technology, Outdoor Education

Tracy Hayhurst 4-7305The Arts, Early Years, Health and Physical Education/Athletics

Frank Liu 6-5907Library Learning Resources & Interdisciplinary Studies, Music, Itinerant Music Instruction

Mary Jane McNamara 4-6379Experiential Learning, Guidance, Student Success/Learning to 18

Catherine Pawis 3-9406Aboriginal Education

Bernadette Shaw 4-3919S4 , UDS, UPHS

John Tancredi 4-7230French as a Second Language, Classical & International Languages, Social and World Studies and The Humanities, ESL/ELD

Camille Williams-Taylor 6-7992English/Literacy, Mathematics/Numeracy, Beginning Teachers

Continuing Education

CONTACT U

S


Centrally Assigned Vice-PrincipalsKien Luu 4-6278Student Success/Learning to 18, West RegionDiane Sharpe 6-9077Student Success/Learning to 18, East Region

Program Coordinators:Beginning Teachers – Karen Murray 4-7261Early Years – Lise Hawkins 4-7495English/Literacy – Alix Harte 6-3408ESL/ELD – Paula Markus 4-7330Experiential Learning – Carmen Camuti 6-8595French as a Second Language & Classical & Int. Languages – Alison Pearce 4-6806Guidance – Lorna McPherson 4-7235Health & Phys. Ed./Athletics - George Kourtis 6-6000Library & Learning Resources & Interdisciplinary Studies – Sharon Mills 5-5151Mathematics/Numeracy - Anna Jupp 6-7109Music – Diane Jamieson 4-7281Science & Technology – Stephan Bibla 4-6398Social & World Studies & The Humanities- Robert Mewhinney 6-7107The Arts – Christine Jackson 4-6416

Aboriginal Education TeamTBD 3-9378Instructional LeaderLee Anne Knapp 3-9600Itinerant Student Success TeacherTanya Senk 3-9600Program Coordinator

Child Care Manager Barbara Lampert 4-2072

Early Years Instructional LeadersSandra Rosekat 6-6343Darlene Avis-Pottinger 6-6985

English/Literacy Instructional LeadersStephen Dow 6-3409 SE – Elementary Lesley Davidson TBD NE – ElementaryLorne Kulak 4-6436 Secondary

ESL/ESD Instructional LeadersShirley Hu 6-6093 K-8Sandra Mills-Fisher 6-5906 K-8Jo Nieuwkerk 6-6006 Grade 9-12


Experiential Learning Team Laura Reynolds 6-6969 Grade 7-12 Transition, System ResponsibilitiesLeanne Bouteiller 6-6289 Grade 7-12 Technology, Co-op & Business, NENancy Britton 6-5249 Grade 7-12 Technology, Co-op & Business, SEEd Sedlak 6-7483 OYAP/System ResponsibilitiesLina Simpson on leave – Becky Timmins 6-6971 Centrally assigned teacher, Dual Credit Program

French as a Second Language, Classical & International Languages Instructional LeadersGeneviève Robinson 6-6004 K-12 Immersion/ExtendedSylvain Gagnon 6-7798 K-12 Immersion/ExtendedLiliana Martins 6-7188 Grade 4-12 FSL, Classical & Int. Lang.

Guidance Instructional LeadersSandra MacInnis 6-7988 K-8John McPhee 6-7987 Grade 7-12, SEMeredith Austin 4-7264 Grade 7-12, NE

Health & Physical Ed. Instructional Leaders & Athletics AdministratorsAnne Burn 6-6002 K-8Mike Mahon 6-6048 K-8Wendy Luck 6-6740 Grade 9-12Colette Cunningham-Reimann 6-6005Grade 9-12 Athletics, North & EastHugh Rowland 6-6273Grade 9-12 Athletics, South & East

Library & Learning Resources &Interdisciplinary Studies Instructional LeadersAndrea Sykes 5-5144 K-8 LibraryJenifer Borda 5-9676 Grade 7-12 Library & Interdisciplinary Studies

Mathematics/Numeracy Instructional LeadersSusan Pitre 6-2179 NE - ElementarySteve Steers 6-2179 SE - ElementaryTara Cook 6-2179 Secondary

Music Instructional LeadersJanet Bambrick 6-6008 K-12


Paul Sylvester 6-6188 K-12

Parenting & Family Literacy Centres StaffKaren Petursson 4-2102

Science & Technology Instructional LeadersBrad Parolin 6-7518 K-8Leesa Blake 6-6328 Grade 9-12

Social & World Studies and the Humanities Instructional LeadersLaura Featherstone 6-6024 Grade 7-12Jan Haskings-Winner 6-6023 Grade 7-12

Student Success/Learning to 18 Instructional LeaderCatherine Chang 6-5283

School Support Initiative Instructional Coaches Coretta Sampson 6-7861Saira Salman TBD

The Arts Instructional LeadersTBD 6-8532 K-8, Drama/Dance, Visual Arts, Arts IntegrationHeli Kivilaht 6-4947 K-12, Dramatic Arts/DanceVanessa Barnett 6-7510 K-12, Visual Arts/ Media Arts

Aboriginal Education TeamTBD 3-9378Instructional LeaderLee Anne Knapp 3-9600Itinerant Student Success TeacherTanya Senk 3-9600Program Coordinator

Child Care ManagerFidelia Torres 4-7369

Early Years Instructional LeadersLeah Kearney 4-6208 K-3Margaret Da Silva 4-6208 K-3

English/Literacy Instructional LeadersTBD 4-5748 K-8, SWSylvie Webb 4-3845 K-8, NWRachel Cooke 4-7289 7-12, West

ESL/ESD Instructional Leaders


Joanne Bates 4-7271 K-8Denise Gordon 4-6470 Grade 9-12

Experiential Learning TeamJim Corbett 4-2080 Grade 7-12 Tech, Co-op & Business, SWEmer O’Flynn-Wheeler 6-5251 Grade 7-12 Tech, Co-op & Business, NWCarmy Pizzoferrato 4-7182 Centrally Assigned Teacher, Grade 7-12, OYAPRichard Yasui 4-6419 FIRST Robotics Administrator

French as a Second Language, Classical International Languages Instructional LeadersBrigitte Hanson 4-6244 K-12 Immersion/ExtendedKirsten Johnston 4-7195 K-12 Immersion/ExtendedPaul Leclerc 4-6418 Grade 4-12 FSL, Classical & International Languages

Guidance Instructional LeadersSandra MacInnis 6-7988 K-8Linda Kemp 6-7571 Grade 7-12, SWJanis McCaskill 4-7263 Grade 7-12, NW

Health & Physical Ed. Instructional Leaders & Athletics AdministratorsNicki Keenliside 4-6499 K-8Wendy Luck 6-6740 Grade 9-12John Gonos 4-7183 K-8 Athletics, North & SouthSteve Westwood 4-6206K-8 Athletics, East & WestNick Rowe 4-7300 Grade 9-12 Athletics, North & West

Library & Learning Resources &Interdisciplinary Studies Instructional LeadersCindy Matthews 5-5144 K-8 LibraryTBD 5-9676Grade 7-12 Library & Interdisciplinary Studies

Mathematics/Numeracy Instructional LeadersJane Silva 4-7968 SW - ElementaryBonnie Macdonald 4-7968 NW - ElementaryPatricia (Edith) Delgaty 4-7968 Secondary

Music Instructional Leaders


Alkiviadis Leontarakis 4-7274 K-12Janice Lewis 4-7966 K-12

Parenting and Family Literacy Centres StaffBarbara Math 4-2146

Science & Technology Instructional LeadersAnnelies Groen 4-7258 K-8Nandanee Sawh 4-7244 Grade 9-12

Social & World Studies and the Humanities Instructional LeadersByron Stevenson 4-7266 K-8Mark Lowry 4-7269 Grade 7-12

Student Success/Learning to 18 Instructional LeaderSolomon Elder 6-5289

School Support Initiative Instructional Coaches Maharukh Kootar 4-3898Russell Parker 4-7968 The Arts Instructional LeadersTBD 6-8532 K-8 Drama/Dance, Visual Arts, Arts IntegrationLorraine Sutherns 4-7847 K-12 Dramatic Arts/DanceLisa Sanders 4-7296 K-12 Media Arts


Registration & Additional InformationRegistration for the professional learning modules, demonstration classrooms and sessions in the Guide is through Key to Learn. Throughout the 2011-2012, timely communication of additional details/information will be provided in TDSB DirectLine.

Questions?Use the Contact Information at the back of the Guide to connect with the appropriate Teaching and Learning staff. We will be glad to assist and respond to your questions.

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