Partnership Between The Literacy & Numeracy Secretariat

andAssociation des directions et

des directions adjointes des écoles franco-ontariennesThe Catholic Principals’ Council of Ontario

The Ontario Principals’ CouncilCurriculum Services Canada

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The ChallengeEvery student in Ontario will develop reading, writing, math and comprehension skills at a higher level by the age of 12. Progress will be measured by ensuring that by 2008, 75% of students reach the provincial standard.

Ontario Ministry of Education, 2005

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Premise of LSA Project

Studies have shown that schools that embrace the principles of professional learning communities can increase student achievement by improving the learning and teaching capacity of school leaders and teachers.

DuFour, 2005

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Capacity Building

Capacity building involves developing the collective ability—dispositions, skills, knowledge, motivation and resources—to act together to bring about positive change. Fullan, 2005

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Capacity-building increases the collective efficacy of a group to raise the bar and close the gap of student achievement.

Fullan, 2005

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Leading Student Achievement Project

An innovative plan for delivering support to principals as they work in principal learning teams to build professional learning communities (PLCs) in their schools.

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Goal of LSA Project

To support administrators and teachers as they work collaboratively in PLCs, with the shared purpose of improving student achievement in literacy and numeracy.

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• Principals and Superintendents in 34 of the 72 district school boards in Ontario

• ADFO, CPCO, OPC, CSC • Literacy and Numeracy Secretariat

Who is Involved?

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Timeframe

Year 1 (2005-2006)

• Launch of project with 22 boards

Year 2 (2006-2007)

• Addition of 12 new boards

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Principal Learning Teamsat District Level

• Work collaboratively across school districts to implement professional learning communities in their schools

• Improve instructional practice by supporting teacher capacity building

• Develop their skills as instructional leaders

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Teacher Learning Teamsat School Level

• Work collaboratively to improve practice• Focus on literacy and numeracy practices

for the purposes of the LSA project• Improve student achievement through

evidence-based inquiry into instructional practice

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LSA Steering Teamat Provincial Level

The LSA project is coordinated by representatives of ADFO, CPCO, OPC and CSC in partnership with the Literacy and Numeracy Secretariat.

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Support and Resourcesfor LSA Participants

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Support from the Literacy and Numeracy Secretariat

• Student Achievement Officers

• LSA Steering Team

• Funding

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Support from Principal Associations

Principal learning teams have access to • professional learning resources in person

and online • workshops, symposia, consultations and

access to the expertise of educators from Ontario and international sources

• LSA Steering Team• OPC staff

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Support by School Districts

• Board designated resources to support the LSA Project

• Superintendents

• Principal Program Leaders

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Online Support Curriculum Services Canada Interactive Website: www.curriculum.org

• eWorkshops• eMeetings• Webcasts • DVDs and Facilitator Guide• Presentations

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Role of ResearchResearch helps the LSA project to determine:

• how useful the project is for those involved

• how best to provide additional assistance to principals and teachers during this school year as they endeavour to implement practices that lead to improved student learning and achievement.

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Research: Principal and Teacher Surveys

Surveys were developed with input from

• Representatives of the three provincial principals associations

• Principal Team Leaders

• Dr. Ken Leithwood, OISE

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Responses AnonymousAs all responses to these survey are completely anonymous, you are asked not to identify yourself. Individuals, schools, and districts will not be identified in any publications and presentations resulting from this process.

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AccountabilityDr. Leithwood’s analysis of the data in the surveys and his reports will provide an assessment of the value of the LSA Project, not of individual principals, teachers, schools or boards.

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Considerations • Year 1 (2005-2006) participants are recognized as

being in the early implementation stage of the project. Overall trends are the focus of research.

• Principals and teachers new to the project in September, 2006, are recognized as being in the early initiation stage. Survey responses will serve as baseline data for comparison in later stages of the project.

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Leading Student Achievement:

the synergy of collaboration

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Principals/Associations

Secretariat

SchoolBoard

Teachers

Research Team

Students

Principal Learning

Teams

ImprovedStudent

Achievement

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If you have any questions, please contact:

Linda Massey:

lmassey@principals.on.ca

OPC Coordinator

Leading Student Achievement Project