Principal as Lead LearnerMadoc Drive Public SchoolClaudine Scuccato

Discussion OverviewImplementation Strategies

MonitoringWhat Did We Learn?

Growth Mindset Began with a courageous conversation

about what we can and cannot control A belief that all teachers and students

can learn Establishment of positive norms Embodied in our evolving Mission, Vision

and Values Change in what we honour and

recognize

Anything is Possible

My Theory of ActionIf I provide staff opportunities to develop their conceptual and procedural understanding in math through co-learning and co-planning so they are able to plan, sequence, and connect key mathematical concepts, then they will deepen their student’s ability to understand and communicate mathematical concepts, skills and processes.

Our Professional DevelopmentModel for Numeracy

● Responsive Professional Learning● 8 Cycles of Co-teaching in the same

classroom to note progress over time● A focus on a slice of math (number sense)● Student work ALWAYS on the table● Principal as co-learner● Pedagogical documentation (photos,

transcripts of talk, products)● Accessing and responding to student voice

Assessment for Learning Tool

• Cathy Fosnot – Learning Landscapes (strategies, models and big ideas)

• Accountability for teachers to know where students are at and where we need to go next.

• Building shared understanding of the meaning of the landscape – Can we see it? Can we label it?

A Focus on the Math Deepen understanding of mathematical

process expectations and content expectations (mapping nouns and verbs)

Creating a shared understanding of curriculum and processes – being intentional about what math we are going after

Studying mathematics and “taking a slice” (Counting, Additive Thinking move towards Multiplicative Thinking)

Using “Five Practices Planning Framework” to ensure that mathematics is at the heart of the lesson

Monitoring Progress Principal always at

the table as lead learner, modeling an open to learning stance

Being vulnerable

Accountability of the 30 Day Challenge

Frequent Walk-Throughs and Professional Conversations

Teacher Survey Writing on the Wall Teacher Voice and

Choice

Shared Image of a Successful Math Learner

• Effective Communication

• Development of Conceptual Understanding through open-ended tasks

• Procedural Fluency• Student-Directed• Students as strategic

and flexible thinkers

Student Centered Learning

What Did We Learn Student Efficacy – a focus on what

students CAN do, capable of discussing and labelling math – evidence through use of vocabulary, models and strategy use

Teacher Efficacy – teacher learning is relating to student learning, we are making a difference and this is how we know

What Did We Learn Importance of honouring Teacher Voice

and Choice – if you want to change the group you need to use the group

Importance of Principal as Lead Learner – shifting the conversation to an open to learning stance

Analysis of Student Work – moving from deficit thinking to describing students in an asset stance