PLMLC Leadership Series Thunder Bay Region Day 1

PLMLCLeadership SeriesLondon RegionDay 1

Ellen Walters, YCDSB

Shelley Yearley, TLDSB

Monday February 28, 2011

Interactive Session Activity

•Make connections between the 5 CoreCapacities of Effective Leadership andBoard Improvement Planning

Connecting to the Core Capacities

Identify conditions, processes and/orstructures that enable increased studentachievement in mathematics.

idea per sticky note.

•Share with your group.

•Pile them and look for themes and trends based onCore Capacities

•Using the 5 Core Capacities of Effective Leadershiporganizer, place piles in the appropriate capacity.

•Record one theme per pile on an 8.5x11” paper. Poston wall Core Capacity organizer.

5 Core Capacities of Effective Leadership

Identify conditions, processes and/or structuresthat enable increased student achievement inmathematics.

Group Share

Using Data

•Plan:

–needs assessment

–validation of goals

•Act:

–communication ofmotivation andrationale

–sharing of context

–indicators of success

•Observe:

–qualitative data andquantitative data

–formal and informalcollection processes

•Reflect:

–impact of influence

–next steps

–gaps in data considered,goals established, actions

Conversation Starters - Data

Ontario Leadership Strategyhttp://www.opsba.org/index.php?q=system/files/conversationStartersJan2010.pdf

Data DumpMetathink Document (Page 1)

Data DumpMetathink Document (Page 2)

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

EQAO Results: Primary Division

EQAO Results: Primary Division

EQAO Results: Junior Division

EQAO Results: Junior Division

Data Template

Visit #1 - Sept/Oct 2010Planning: What will we do?

1. Considering the Needs Assessment section of the ImprovementPlanning Assessment Tool, describe the process used for yourboard’s needs assessment?

2. How did the evidence used inform this plan? How was it used tomake the commitments / investments you have identified?2. How did the evidence used inform this plan? How was it used tomake the commitments / investments you have identified?

3. How do your SMART goals represent the areas of greatest need forstudents?3. How do your SMART goals represent the areas of greatest need forstudents?

4. How do the strategies leverage achievement of the SMART goals?

5. What lessons did you learn from the monitoring process you had inplace last year?

6. Do you have questions, feedback or ideas related to the BoardImprovement Plan for Student Achievement?

Visit #2 – January, 2011Monitoring: How are we doing?

•Referring to Visit #2 questions, identifywhich of the 5 Core Capacities forEffective Leadership connect to theMonitoring questions provided?

•Group Share

Exploring the 5 Core Capacitiesof Effective Leadership

•Consider the following leadership challenge:

How do I support schools in monitoring theimprovement of mathematics teaching andlearning?

Focused Discussion Groups

•Choose a focused discussion group based onthe 5 Core Capacities of EffectiveLeadership.

•Referring to the Monitoring questions, identifywhich of the 5 Core Capacities of EffectiveLeadership focus you have selected.

•Use the monitoring questions to guide yourdiscussion with respect to mathematics.

•Visit one other capacity.

Focused Discussion Groups

•What challengesemerged during yourdiscussion?

•What opportunitieswere presented?

The Instructional Core

City, Elmore, Fiarman, Lee (2010)

Adapted by Ministry of Education, StudentAchievement Division

The Seven Principles of theInstructional Core

Instructional Rounds inEducation: A Network Approachto Improving Teaching andLearning

by City, Elmore, Fiarman, Lee (2010)

Seven Principles of the Instructional Core

1.Increases in student learning occur only as aconsequence of improvements in the level ofcontent, teachers’ knowledge and skill, andstudent engagement.

2.If you change any single element of theinstructional core, you have to change theother two.

3.If you can’t see it in the core, it’s not there.

4.Task predicts performance.

Seven Principles of the Instructional Core

5.The real accountability system is the tasks thatstudents are asked to do.

6.We learn to do the work by doing the work,not by telling other people to do the work, byhaving done the work sometime in the past,and not by hiring experts who can act asproxies for our knowledge about how to do thework.

7.Description before analysis, analysis beforeprediction, prediction before evaluation.

Key Math Messages

•Brainstorm with your partner your board’s keymessages in mathematics.

•Whole group share

Mathematical Literacy Criteria

1.Focus on Important Mathematics

2.Teaching for Conceptual Understanding

3.Establishing Math Talk Learning Communities

4.Consistency and Alignment of Assessments

5.Assessment for Learning

6.Differentiating Instruction

7.Use of Manipulatives and Technologies

8.Mathematical Processes

Sharpening the Focus:3 Instructional Nudges

1.Fearless Speaking and Listening

2.Questioning to Evoke and Expose Thinking

3.Responding to Provide Appropriate Scaffoldingand Challenge

•Ensuring coherence between system planning andschool improvement planning for mathematics beginswith a needs assessment that takes into accountschool, administrator and teacher readiness andallows for differentiated entry into the cycle ofplanning and implementation.

PlanPlan

ActAct

ObserveObserve

ReflectReflect

Supporting the Instructional Core

Using the data/evidence:

•examine student data and work toidentify areas of need

•determine/access professionallearning in order to address areas ofneed and to differentiate to reach all

•co-plan, co-teach, co-assess

•examine student data and work todetermine impact, lessons learned,next steps for student and educatorlearning

STUDENT LEARNING

TEACHER LEARNING

Professional Learning Cycle

Mathematics Leadership LearningCycle

SYSTEM LEARNING

Planning Time

Consider the mathematics challenge in yourdistrict where you wish to invest some energyand exert some influence.

What do you and your district partner need toknow and/or consider in order to initiate theMathematics Leadership Planning Cycle toaddress this challenge?

Capture your ideas in the ‘plan’

area of the Mathematics

Leadership Learning Cycle