PLMLC Leadership Series Thunder Bay Region Day 1

1. PLMLCLeadership SeriesThunder Bay RegionDay 1 Brian Harrison, YRDSB Connie Quadrini, YCDSB Thursday February 3rd, 2011

2. Interactive Session Activity • Make connections between the 5 Core Leadership Capacitiesand Board Improvement Planning

3. Connecting to the Core Capacities Identify 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.

4. 5 Core Capacities Identify conditions, processes and/or structures that enable increased student achievement in mathematics. Group Share

5. Using Data Observe: qualitative data and quantitative data formal and informal collection processes Reflect: impact of influence next steps gaps in data considered, goals established, actions • Plan: • needs assessment • validation of goals • Act: • communication of motivation and rationale • sharing of context • indicators of success

6. Conversation Starters - Data From Ontario Public School Board Association http://www.opsba.org

7. Data DumpMetathink Document (Page 1)

8. Data DumpMetathink Document (Page 2)

9. 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

10. EQAO Results: Primary Division

11. EQAO Results: Primary Division

12. EQAO Results: Junior Division

13. EQAO Results: Junior Division

14. Data Template

15. 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 make the commitments / investments you have identified? 3. How do your SMART goals represent the areas of greatest need for 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?

16. 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

17. 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.

18. Focused Discussion Groups • What challenges emerged during your discussion? • What opportunities were presented?

19. The Instructional Core

20. 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)

21. Seven Principles of the Instructional Core • Increases in student learning occur only as a consequence of improvements in the level of content, teachers’ knowledge and skill, and student engagement. • If you change any single of the instructional core, you have to change the other two. • If you can’t see it in the core, it’s not there. • Task predicts performance.

22. Seven Principles of the Instructional Core • The real accountability system is the tasks that students are asked to do. • 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. • Description before analysis, analysis before prediction, prediction before evaluation.

23. Plan Act Reflect Observe Supporting the Instructional Core • 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.

24. 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 Professional Learning Cycle Mathematics Leadership Planning Cycle • STUDENT LEARNING • TEACHER LEARNING • SYSTEM LEARNING 24

25. 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?

26. 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)?

27. Closing • Questions? • Comments?