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. Shared Leadership • With your district partner, choose one of the images shown below and complete the following sentence: Shared Leadership in Mathematics is like… because… • Introduce yourselves to your table group members, then share your sentence. Cooking Yoga Skiing Gardening

3. Introductions Please stand and state: • Name • Board • Role • One thing you hope to take away from this series

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

5. Interactive Session Activities • Explore the 5 Core Capacities of Effective Leadership and Shared Leadership • Make connections between the 5 Core Capacities of Effective Leadershipand Board Improvement Planning

6. Influences and Achievement • Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement by John Hattie (2009) • Student • Home • School • Curricula • Teacher • Teaching strategies

7. Motivation  High Effect Size John Hattie (2008), Visible Learning, p.240 … motivation is highest when students are competent, have sufficient autonomy, set worthwhile goals, get feedback, and are affirmed by others. Hattie, Visible Learning, p.48 7 7

8. Influences and Achievement • Using the template provided, rank the influences based on the overall effect on achievement. • Share with another pair. • Whole group share

10. Teachers  Influence John Hattie (2008), Visible Learning, p.240 Teachers are among the most powerful influences in learning…. … teachers using particular teaching methods, teachers with high expectations for all students, and teachers who have created positive student-teacher relationships … are more likely to have above average effects on student achievement. Hattie, Visible Learning, p.126

11. Group Norms • Individually choose 2 or 3 of the Grandfather Teachings that you feel are essential to support the learning of you and your group. • Why are they important? How will they support your group’s learning? • Share with your group members and come up with the appropriate group norms. from YRDSB • Record your norms on the tent card provided; each member signs the tent card.

12. The condition necessary for successful school leadership is the leader’s capacity to improve the quality of instructional practice. Richard Elmore (2007)

13. The Instructional Core

14. The 5 Core Capacities of Effective Leadership • Setting Goals • Aligning Resources with Priorities • Promoting Collaborative Learning Cultures • Using Data • Engaging in Courageous Conversations

15. Exploring the 5 Core Capacities of Effective Leadership • Consider the following leadership challenge: How do I support schools in monitoring the improvement of mathematics teaching and learning? • Using the handout provided, identify the actions within each of the 5 Core Capacities that support this challenge (see p. 4-5). • Whole group share

16. 5 Core Capacities of Effective Leadership • Self & Pairs Assessment: • What am I / are we currently doing that focuses on the 5 Core Capacities of Effective Leadership to support mathematics teaching and learning?

17. 5 Core Capacities of Effective Leadership • What have I / we learned? • How has my new learning shifted my thinking with respect to mathematics leadership? • How will I implement this new learning back in my board / school(s) with respect to mathematics instruction and assessment?

18. Milling to Music • Listen to the music. • When the music stops, read the quote shown. • Introduce yourself to someone who you don’t know and share your thoughts / reaction to the quote, focused on leadership in mathematics. • Repeat. • Group Share: Be prepared to share an interesting discussion you’ve had about leadership in mathematics.

19. Leadership Shared leadership refers to a group- or team-level mode of leadership in which staff members…share responsibility for leading – contingent upon the task, the time required, and the expertise needed. -Wahlstrom, Louis, Leithwood, Anderson (2010)

20. Leadership Shared leadership is defined as [curriculum staff’s] influence over, and participation in, [board-wide] decisions with [senior administrators]. -Wahlstrom, Louis, Leithwood, Anderson (2010

21. Leadership A leader skilled in collaboration can keep cooperation high and thus ensure that the group’s decisions will be worth the effort…. Such leaders know how to balance the group’s focus on the task at hand with its attention to the quality of the member’s relationships. -Goleman, Boyatzis and McKee (2002)

22. Leadership Integrative thinking can be defined as the ability to face constructively the tension of opposing ideas and, instead of choosing one at the expense of the other, generate a creative resolution of the tension in the form of a new idea that contains elements of the opposing ideas but is superior to each. -Martin (2009)

23. Leadership …leadership towards systemic change requires a conversation about the roles of various staff members who may assist in implementing these new models of communicating, identifying common goals...; what happens to innovations when the school leader does not commit effort and energy to support them? -Schrum and Levin (2009)

24. Leadership in Mathematics • Whole Group Share • What resonated with you? • What created dissonance?

25. Leadership in Mathematics

26. Reflecting on your Learning • Using your 5 Core Capacities of Effective Leadership placemat, record new insights gained from this morning’s session. Consider: • How has my new learning shifted my thinking? • How will I implement this new learning back in my board / school(s)?

27. Connecting to the Core Capacities Identify conditions, processes and/or structures that enable increased student achievement in mathematics. • Write one idea per sticky note.