plmlc leadership series thunder bay region day 1
DESCRIPTION
PLMLC Leadership Series Thunder Bay Region Day 1. Brian Harrison, YRDSB Connie Quadrini, YCDSB Thursday February 3 rd , 2011. Interactive Session Activity. Make connections between the 5 Core Leadership Capacities and Board Improvement Planning. Connecting to the Core Capacities. - PowerPoint PPT PresentationTRANSCRIPT
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PLMLCLeadership Series
Thunder Bay RegionDay 1
Brian Harrison, YRDSB
Connie Quadrini, YCDSB
Thursday February 3rd, 2011
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Interactive Session Activity
• Make connections between the 5 Core Leadership Capacities and Board Improvement Planning
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Connecting to the Core CapacitiesIdentify conditions, processes and/or structures that enable increased student
achievement in mathematics. idea per sticky note.• Share with your group.• Pile them and look for themes and trends based on
Core Capacities• Using the 5 Core Capacities organizer, place piles in
the appropriate capacity.• Record one theme per pile on an 8.5x11” paper. Post
on wall Core Capacity organizer.
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5 Core Capacities
Identify conditions, processes and/or structures that enable increased student achievement in
mathematics.
Group Share
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Using Data
• Plan: – needs assessment– validation of goals
• Act: – communication of
motivation and rationale– sharing of context– indicators of success
• Observe: – qualitative data and
quantitative data– formal and informal
collection processes
• Reflect:– impact of influence– next steps – gaps in data considered,
goals established, actions
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Conversation Starters - Data
From Ontario Public School Board Association http://www.opsba.org
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Data DumpMetathink Document (Page 1)
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Data DumpMetathink Document (Page 2)
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What other data might we include?For elementary contexts:• Learning Skills and Work Habits• Report card marks
– compared by student to EQAO results– comparison of student achievement over time– mark distribution trends over grades/divisions
• Attendance data– who is absent, when, why
• Assessment data– board assessment tools
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EQAO Results: Primary DivisionAssessment of Mathematics - Grade 3
57
6466
68 69 6870 71
2732 29 31
35 35 36 37
0
10
20
30
40
50
60
70
80
2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10
Assessment Year
Per
cen
tag
e o
f S
tud
ents
at
Lev
el 3
or
abo
ve
All Students Students with Special Education Needs (excl. Gifted)
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EQAO Results: Primary DivisionAssessment Results for Students
with Special Education NeedsGrade 3
16
19 1821
2225 27 27
14 15 1619
20
37
40
45
27
3229
31
3535 36
37
0
5
10
15
20
25
30
35
40
45
50
2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10
Assessment Year
Per
cen
tag
e o
f S
tud
ents
at
Lev
el 3
or
abo
ve
Reading Writing Mathematics
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EQAO Results: Junior DivisionAssessment of Mathematics - Grade 6
5357
60 6159
6163
61
18 2021 21 21
23 24 24
0
10
20
30
40
50
60
70
2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10
Assessment Year
Per
cen
tag
e o
f S
tud
ents
at
Lev
el 3
or
abo
ve
All Students Students with Special Education Needs (excl. Gifted)
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EQAO Results: Junior DivisionAssessment Results for Students
with Special Education NeedsGrade 6
1617
19
2224 27
29
34
1211
14
17 17
28
28
31
18
2021
21 21
2324 24
0
5
10
15
20
25
30
35
2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10
Assessment Year
Per
cen
tag
e o
f S
tud
ents
at
Lev
el 3
or
abo
ve
Reading Writing Mathematics
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Data Template
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Visit #1 - Sept/Oct 2010Planning: What will we do?
1. Considering the Needs Assessment section of the Improvement Planning Assessment Tool, describe the process used for your board’s needs assessment?
2. How did the evidence used inform this plan? How was it used to 2. How did the evidence used inform this plan? How was it used to make the commitments / investments you have identified?make the commitments / investments you have identified?
3. How do your SMART goals represent the areas of greatest need for 3. How do your SMART goals represent the areas of greatest need for students? students?
4. How do the strategies leverage achievement of the SMART goals?5. What lessons did you learn from the monitoring process you had in
place last year? 6. Do you have questions, feedback or ideas related to the Board
Improvement Plan for Student Achievement?
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Visit #2 – January, 2011Monitoring: How are we doing?
• Referring to Visit #2 questions, identify which of the 5 Core Leadership Capacities connect to the Monitoring questions provided.
• Group Share
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Focused Discussion Groups • Choose a focused discussion
group based on the 5 Core Capacities.
• Referring to the Monitoring questions, identify which of the Core Leadership Capacity focus you have selected.
• Use the monitoring questions to guide your discussion with respect to mathematics.
• Visit one other capacity.
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Focused Discussion Groups
• What challenges emerged during your discussion?
• What opportunities were presented?
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The Instructional Core
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The Seven Principles of the Instructional Core
Instructional Rounds in Education: A Network Approach to Improving Teaching and
Learning
by City, Elmore, Fiarman, Lee (2010)
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Seven Principles of the Instructional Core
1. Increases in student learning occur only as a consequence of improvements in the level of content, teachers’ knowledge and skill, and student engagement.
2. If you change any single of the instructional core, you have to change the other two.
3. If you can’t see it in the core, it’s not there.
4. Task predicts performance.
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Seven Principles of the Instructional Core
5. The real accountability system is the tasks that students are asked to do.
6. We learn to do the work by doing the work, not by telling other people to do the work, by having done the work sometime in the past, and not by hiring experts who can act as proxies for our knowledge about how to do the work.
7. Description before analysis, analysis before prediction, prediction before evaluation.
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• Ensuring coherence between system planning and school improvement planning for mathematics begins with a needs assessment that takes into account school, administrator and teacher readiness and allows for differentiated entry into the cycle of planning and implementation.
PlanPlanAct Act
Observe Observe Reflect Reflect
Supporting the Instructional Core
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Using the data/evidence:• examine student data and work to
identify areas of need• determine/access professional
learning in order to address areas of need and to differentiate to reach all
• co-plan, co-teach, co-assess• examine student data and work to
determine impact, lessons learned, next steps for student and educator learning
STUDENT LEARNING
TEACHER LEARNING
24
Professional Learning CycleMathematics Leadership Planning Cycle
SYSTEM LEARNING
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Planning Time
Consider the mathematics challenge in your district where you wish to invest some energy and exert some influence.
What do you and your district partner need to know and/or consider in order to initiate the Mathematics Leadership Planning Cycle to address this challenge?
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Wrap-Up
• Using your web, record responses to:– How has my new learning shifted my thinking? – How will I implement this new learning back in my
board / school(s)?
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Closing
• Questions?• Comments?