1 11 summer institute for school and system leaders student achievement division ministry of...
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Summer Institute for School and System Leaders
Student Achievement Division
Ministry of Education
July 6&7, 2011
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Reach Every StudentOur Goals
• High levels of student achievement
• Reduced gaps in student achievement
• Increased public confidence in education
“The best education system in and for the world”
Premier McGuinty
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Aligning Our Work
The Principal
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Instructional Leadership
Connecting to the McKinsey Report
“How the World's Most Improved School Systems
Keep Getting Better”
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Agenda
• Overview of the Report• Video “Lesson”• Learning Discussions• Consolidating Learning
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The McKinsey Report : Context
• Describes the attributes of successful systems
• Articulates phases on a continuum or ‘journey’ from ‘poor’ through fair, good, and great to excellent.
• 8 Key highlights
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Refer to McKinsey Report
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McKinsey Video 1
Poor to Fair
VIDEO
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Poor to Fair
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Fair to Good
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McKinsey Video 2
Good to Great
VIDEO
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Good to Great
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Great to Excellent
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McKinsey Report (2010)“Prescribe Adequacy - Unleash Greatness”Poor to Fair – focus on achieving the basics of literacy and
numeracy (instruction, interventions, supports)
Fair to Good – focus on getting system foundations in place (curriculum, pedagogy, data, organizational, financial )
Good to Great – focus on building professional capacity
Great to Excellent – focus on learning through peer collaboration and innovation (Ontario)
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Discussion Guide
Consider your system; how might the McKinsey Report findings with respect to ‘journeys’ cause you to reflect differently on your school(s) and on your system as a whole?
Where do you see your school(s) currently?
Where would you like to go?
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Discussion Guide
How might the recommendations for action steps related to each phase of the journey inform the strategies for your school and/or board improvement plan for 2011-12?
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Key Leadership Functions• Building Culture - Establishing networks (PLCs) of
collaborative inquiry and action where teachers, principals, and supervisory officers think, work, and learn together
• Leading Change - Promoting and supporting professional practices that enable principals and teachers to lead implementation in their schools
• Managing Complexity - Guiding systems and schools in developing, implementing and monitoring focussed plans for student achievement, professional learning, and school improvement
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Key Leadership FunctionsIn your materials there are four documents titled Ideas into ActionThe first, Five Core Capacities of Effective Leaders, introduces
the series. (We will not be using it today).
Please find the following documents, which relate to the key leadership functions as follows:
• Building Culture – Promoting Collaborative Learning Cultures: Putting the Promise into Practice
• Leading Change – Engaging in Courageous Conversations
• Managing Complexity – Setting Goals: The Power of Purpose
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Key Leadership Functions• Form a group of three• 15 minutes: Each person in the triad reads one of the
three documents and records three ideas that relate to the key leadership function: • Building Culture – Promoting Collaborative Learning Cultures
• Leading Change – Engaging in Courageous Conversations
• Managing Complexity – Setting Goals
• 15 minutes: Each group joins with another group of three and shares ideas
• Up to ten groups will be asked to share ideas at the level of the room
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The ocean is made of drops.
Mother Teresa
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Our Goal
• To learn from each other about student learning and leadership through the lens of mathematics
• To highlight current readily-available resources for use in districts, schools and classrooms
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Where’s the Math?School Effectiveness Framework
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Learning across the world - Ontario
Contextualizing Ontario within international data
- Trends In International Mathematics and Science Study
- PISA
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Core Leadership CapacitiesCreate a circle graph representing the
percentage of time you spend on each of the 5 Core Leadership Capacities in Mathematics.
o Setting Goals
o Using Data
o Aligning Resources with Priorities
o Fostering Collaborative Learning Cultures
o Engaging in Courageous Conversations
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Core Leadership CapacitiesOnce you have completed your circle
graph…pair up with a colleague from another district
share your graph
describe the actions and interactions that account for the sectors within your circle graph.
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Our Work in the Room
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PROFESSIONAL LEARNING within a COLLABORATIVE
INQUIRY FRAMEWORKThe professional learning cycle:
• serves as a process for professional learning
• is driven by student learning/engagement needs
• can align educator learning and action with planning at all levels– e.g., classroom, division, department, school, cross-panel, board
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Plan
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Plan
Student learning needs focus educator learnings
DataSetting Goals
Engaging in Courageous Conversations
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High quality, effective professional learning in math involves asset models of learning where all participants consider themselves learners of mathematics and learners of ways of teaching mathematics.
High quality, effective professional learning in math involves asset models of learning where all participants consider themselves learners of mathematics and learners of ways of teaching mathematics.
High quality, effective professional learning in math is focused on mathematics knowledge for teaching, including content knowledge, pedagogy and technology.
High quality, effective professional learning in math is focused on mathematics knowledge for teaching, including content knowledge, pedagogy and technology.
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Read the excerpts at your table and select one that resonates with you.
• Where is your FOS/school now? How do you know? • What are your next steps to move towards this occurring at
every student’s desk?• How will you monitor this?
In a moment, we will ‘Mix and Mingle’…
Read the excerpts at your table and select one that resonates with you.
• Where is your FOS/school now? How do you know? • What are your next steps to move towards this occurring at
every student’s desk?• How will you monitor this?
In a moment, we will ‘Mix and Mingle’…
Thinking through the Lens of the School Effectiveness Framework
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Mix and Mingle
• When the music is playing, walk (or dance!)
• When the music stops, turn to someone near you and take 2 minutes each to share.
We will repeat the above process until you have had a conversation with 2 people.
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Act
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Implementing strategies to meet
student needs.
Aligning Resources with PrioritiesFostering Collaborative Learning
CulturesEngaging in Courageous
Conversations
Act
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ActHigh quality, effective professional
learning in math includes an integrated blend of learning inside and
outside of classrooms with a commitment to collaborative inquiry.
High quality, effective professional learning in math includes an
integrated blend of learning inside and outside of classrooms with a
commitment to collaborative inquiry.
High quality, effective professional learning in math includes classroom embedded learning, digital learning and online learning opportunities.
High quality, effective professional learning in math includes classroom embedded learning, digital learning and online learning opportunities.
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Lucy West “Talk into Action”
What are the connections in your work in your system for student
achievement?
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After watching the clip…
• With a partner, share…– 1 affirmation– 1 revelation
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Observe
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Observe
Sharing instructional practice to monitor student learning and enhance educator learning
Using DataFostering Collaborative Learning
CulturesEngaging in Courageous
Conversations
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Observe
High quality, effective professional learning in
math focuses on students, student thinking,
and student demonstrations of
understanding.
High quality, effective professional learning in
math focuses on students, student thinking,
and student demonstrations of
understanding.
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Examining ResourcesSelect one of the
resources…
- Identify one or two ways you might use this resource with a specific learning team.
Be prepared to share.
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View and Look For…
• What is the learning team working on? What evidence do you have?
• Is there evidence of professional learning? If so, what is it?
• As a leader, what questions might you ask? How will it help them move forward?
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Reflect
Examining evidence to reflect on student and educator learning.
Using DataEngaging in Courageous
Conversations
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Reflect
Classroom-embedded learning where the primary
site of inquiry and professional learning is
within the classroom context (this also requires
an opening of the classroom to ‘guests’ and
collaborators)
Classroom-embedded learning where the primary
site of inquiry and professional learning is
within the classroom context (this also requires
an opening of the classroom to ‘guests’ and
collaborators)
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Reflect and Connect
Think back to your graph and yourself as a leader in mathematics learning.
Select one core capacity. How will today’s experiences impact your work with learning teams?
How will you connect the ideas we have just heard to your work?
How does this connect with what the McKinsey Report suggests in terms of your mathematics leadership.
Share.
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Reflect and Connect
How will today’s experiences impact your work with learning teams?
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Day 1 Wrap Up
Rob and Eleanor
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“Altogether Now” Coherent Alignment
The Principal
515151
Summer Institute for School and System Leaders
Student Achievement Division
Ministry of Education Day 2
July 6&7, 2011
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McKinsey Report (2010)“Prescribe Adequacy - Unleash Greatness”Poor to Fair – focus on achieving the basics of literacy and
numeracy (instruction, interventions, supports)
Fair to Good – focus on getting system foundations in place (curriculum, pedagogy, data, organizational, financial )
Good to Great – focus on building professional capacity
Great to Excellent – focus on learning through peer collaboration and innovation (Ontario)
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Reeves – Antecedents of Excellence
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Collaborative Learning Cultures
• The McKinsey report says:
"collaborative practice becomes the main mechanism both for improving teaching practice and making teachers accountable to each other."
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Collaborative Learning Cultures
• Think of 15 or more words or phrases that get at the deepest meaning of a “collaborative learning culture”.
• As a group decide on the level of importance of each word and print them on the chart paper to create a Wordle
• Be prepared to share the one word that you think demonstrates that a collaborative learning community is a philosophy; a way of being and a mindset.
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Collaborative Learning Cultures
Column 1 - Sample elementsColumn 2 - EvidenceColumn 3 - What actions will you take…
Select a table facilitator
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Collaborative Learning Cultures
Assign 4 elements to each participant
Review the elements assigned to you
Discuss with elbow partner how these elements reflect the key words previously discussed
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Collaborative Learning Cultures
Videos
Consider the elements
Record observations in evidence column
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05_Reflect.mp4
Collaboration
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Collaborative Learning Cultures
Each participant shares evidence recorded for the 4 elements
Each participant identifies one key thing that resonated with them
Be prepared to share one example with whole group
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Collaborative Learning Cultures
Large group – sharing
Be prepared to share the element that most resonated with your group.
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Collaborative Learning Cultures
What actions will you take to support principals/staff in establishing a collaborative learning culture?
Prioritize one key “next step” to share with large group
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Collaborative Learning Cultures
Large group – sharing
Be prepared to share one next step
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Panel DiscussionModerator: Eleanor Newman
Panel:
Loretta Notten-Superintendent TCDSB
Lucy Lessa-Principal TCDSB
Diana Rajala- SSI-SSL, TVDSB
Sheila Powell-SSI Principal, TVDSB
Helene Coulombe – Coordinator OCSB
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Deprivatizing Practice
• Refer to your place mat, reflect on your notes, consolidate your thinking considering:– McKinsey Report– 5 Core Leadership Capacities– The components School Effective Framework– Collaborative cultures videos – The panel discussion
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Continua of Implementation
• Consider one or both of “Four Stages of Implementation” and “Collaborative Learning Cultures:Communities of Continuous Inquiry and Improvement”
• Using a highlighter, place yourself or your learning community on these
• Share your thinking at your table
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Strategic Leader as Planner, Implementer and Monitor
• Consider your learning around strategic leadership and monitoring over the two days
• Having consolidated your learning, reflect on your board and/or school improvement plan
• What might be the impact on your planning? • Share your reflections at your table or in
your board grouping or team
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Final Thoughts
Rob and Eleanor
K-12 Summer Institute for School and System Leaders
http://resources.curriculum.org/Ins/k-12-SISSL-2011