PLMLC Leadership Series Ottawa Region Day 3

1. PLMLCLeadership SeriesOttawa RegionDay 3 Demetra Saldaris, EDU Shelley Yearley, TLDSB May 2011

2. Create a Graph! Individually, create a circle graph representing the percentage of time you have spent on each of the 5 Core Leadership Capacities in Mathematics between days 2 and 3. Setting Goals Using Data Aligning Resources with Priorities Fostering Collaborative Learning Cultures Engaging in Courageous Conversations

3. Create a Graph! Once 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 slices of your pie.

4. Series Learning Goal • to synthesize and apply the 5 Core Capacities of Effective Leadership and Shared Leadership to improve mathematics instruction

5. Interactive Session Activities • Share, reflect and connect Plan for Mathematics Leadership Learning Cycle • Plan an effective professional learning plan based on current and/or futureBIPSA

6. Group Norms from YRDSB

7. All literacy strategies are transferrable to mathematics. • Good instructional approaches are valid in any subject. • Implementation of the gradual release model is appropriate for all content areas and at all levels of learning. • Mathematics is a sequential /lock step process.

8. How is Math different from Literacy? Classroom • mathematical processes play an integral role • overall expectations change from grade to grade • key concepts are developmental and sequentially built • gradual release (modeled, shared, guided, independent) is not the sequence focus • students develop problem solving skills as they learn and apply mathematics concepts • literacy strategies and differentiated instruction strategies are used to develop a community of learners

9. How is Math different from Literacy? Professional Learning • content knowledge development is critical for teachers of all grades • time needs to be spent discussing anticipated student responses and teacher responses outside of the classroom • refines the use of effective questioning strategies to differentiate learning for students • facilitators must possess strong knowledge for math teaching, in particular content and pedagogical content knowledge

10. Designing an Effective Mathematics Professional Learning Plan The Working Table on Teacher Development recommended the adoption of the following five characteristics: i) coherent ii) attentive to adult learning styles iii) goal-oriented iv) sustainable v) evidence-informed

11. Professional Learning Cycle Summary The 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, department, school, cross-panel, board 11

12. Professional Learning Essentials • Read the excerpts from: Report to the Partnership Table on Teacher Professional Learning: Recommendations of the Working Table of Teacher Development, May 2007 • With a partner, reflect on your learning cycle and identify… • connection(s) • misalignment(s)

13. Data Setting Goals Engaging in Courageous Conversations Student learning need focuses educator learning SS/L-18ITEB 2010 The Professional Learning Cycle 14 14

14. PLAN(Grade 9 Applied Focus) student learning need educator learning principal envisions a change from independent practices to teacher collaboration the primary goal is to achieve greater consistency in assessment for, as and of learning as a result of co-marking/co-assessment; principal requests support of mathematics department head to date, teachers have looked at grade 9 credit accumulation data in Applied math and have discussed possible reasons for the results noticing the gaps in achievement in gender, special needs and ELLs led by the principal. the team (head, grade nine Applied math teachers) decides to bring test samples or final exams (with student answers) for review and diagnosis of areas of challenge

15. Aligning Resources with Priorities Fostering Collaborative Learning Cultures Engaging in Courageous Conversations Implementing strategies to meet student needs SS/L-18ITEB 2010 The Professional Learning Cycle 16

16. ACT(Grade 9 Applied Focus) Implementing strategies to meet student needs teachers compare and analyze tests for content and marking scales/rubric; student answers are also analyzed department head facilitates the building a common rubric as part of this process, the principal maps out connections to the curriculum expectations teachers recognize ambiguity in marking/assessment and evaluation practices; teachers begin to identify a need for co-marking in order to provide consistency (principal senses that eventually this would lead to discussion on teacher practices)

17. OBSERVE Sharing instructional practice to monitor student learning and enhance educator learning Using Data Fostering Collaborative Learning Cultures Engaging in Courageous Conversations SS/L-18ITEB 2010 The Professional Learning Cycle 18 18

18. OBSERVE(Grade 9 Applied Focus) Sharing instructional practice to monitor student learning and enhance educator learning Share and analyse: teachers agree to co-plan and administer a test for the next unit followed by a re-examination of student work principal and department head observe a broad spectrum of teacher understanding in effective assessment and evaluation practices; they consult with board consultant, coach and other principal colleagues who have experienced increased student achievement in math; it is agreed that some support on assessment and evaluation is necessary

19. REFLECT Using Data Engaging in Courageous Conversations Examining evidence to reflect on student and educator learning SS/L-18ITEB 2010 The Professional Learning Cycle 20

20. REFLECT(Grade 9 Applied Focus) SS/L-18ITEB 2010 The Professional Learning Cycle 21 Examining evidence to reflect on student and educator learning Examine, analyse: consultation with coach identifies opportunities for principal and department head professional learning for facilitation skills to support co-marking teacher reflection also demonstrates a need for further understanding of assessment for learning as a foundation to effective assessment of learning plan next steps to continue the cycle of learning

21. The Professional Learning CycleKey Questions for Consideration Upon examining board/school data what are the main student learning needs for those students ‘in risk situations’ that need to be addressed? Based on the identified student learning needs what educator learning needs to take place and with what team of educators? 22

22. Setting the Stage“House” Rounds 23

23. “House” Rounds 24

24. “House” Rounds Like Role Rounds (10 minutes per participant) Table participant presents a ‘case’ to the team – describing the nature of the problem/the focus for their “plan” and “act” Team asks clarifying questions for the presenter The team offers suggestions for consideration, reflections, connections… Presenter has the final word – offers observations and reflections on what has been discussed 25

25. House Rounds • Whole Group Share

26. Reflection “Reflection is the process of stepping back from an experience to ponder, carefully and persistently. Learning is the creation of meaning from past or current events that serves as a guide for future behavior.” Wood-Daudelin,1996. Learning from experience through reflection. 27

27. Reflection “Reflection attempts to answer the question of ‘where we are now’. Reflection combined with strategic thinking attempts to answer the question of ‘where we could be’.” Davies & Davies, 2010. The nature and dimension of strategic leadership. 28

28. Making the Connections Board (Board Improvement Plan) School (School Improvement Plan) DATA / EVIDENCE-BASED ALIGNED Classroom (planning for teaching and learning) 29

29. BIPSA Assessment Tool 30

30. Exploring Sample BIPSA’s • Work with your district partner to analyze the 3 BIPSA samples • Identify… • 1 plus • 1 minus • 1 interesting • Whole Group Share

31. Designing an Effective Mathematics Professional Learning Plan Work with your district partner to • Design / refine an effective professional learning plan to support your BIPSA.

32. Guiding Questions • How does it address student needs as groups? as individuals? (e.g. class and individual profiles) • What evidence do you have of alignment between SIPSAs and BIPSA, including needs assessment, goal(s)? • How does it grow capacity (i.e. succession planning, increasing number of math confident leaders) over time? • How does it build teacher content knowledge? • How do you monitor impact of the professional learning plan? • How is your PL differentiated to support teachers to support student needs? • What types of finer or broader grain size data are needed for monitoring? Within which context(s) is this data relevant? • How do you know that you have the latest information, you are using that information strategically (e.g. explicit themes, job-embedded, number of days per teacher, etc.) to develop your PL plan and you are bring the math knowledge person into the conversation when developing that plan? • How does your plan align K-12? • What factors caused the change / growth in teacher and student learning?

33. Designing an Effective Professional Learning Plan Form a group of 4 • District pairs share their professional learning plan and identify how they used… • Professional learning essentials (BLM 3.2) • 5 Core Capacities

34. Feedback • Senteo Data

35. Feedback & Feedforward

36. Next Steps • Math CAMPPP 2011 • August 15th – 19th • Kempenfelt Conference Centre, Barrie • http://www.edugains.ca/newsite/math2/index.html • PLMLC 2011-12 – TBD • Board collaboration – Give one, get one

37. Thank You! • Demetra Saldaris, demetra.saldaris@ontario.ca • Shelley Yearley, s.yearley@tldsb.on.ca