Josephine Virgilio – Junior Intermediate Teacher

1. Teaching Learning Critical Pathway3 P’s-Personalization, Precision, Professional Learning Community Josephine Virgilio – Junior Intermediate Teacher Leading for Student Achievement- SAT Team- Vice-Principals, Teachers, Resource

2. Introducing Saint Jane Frances Catholic Elementary School

3. DemographicsFaith-based CurriculumCatholicity • 853 students • Diverse Socio-Economic • Whole child • Character Education- ACES philosophy (Action, Character, Education, Service). • Parental Involvement

4. ECO Gold School

5. LIFE IS A JOURNEY, NOT A DESTINATION -Dr. Herbert Carnegie BE A FUTURE ACE!!! (ACES-Action, Character, Education, Service).

6. Early Years Literacy Project • 2 hour Literacy Block • Timetabling for literacy – Balanced Literacy • Books,Books,Books (Classroom and multiple copy room) • Running Records/Reaching Readers • Common planning time • Moderated Marking • Assessment/Evaluation- Backward Design • Celebrations

7. EQAOSt. Jane FrancesGrade Three ResultsReading, Writing, Mathematics

8. EQAO ResultsGrade 6 ResultsReading, Writing, Mathematics

9. What is Teaching- Learning Critical Pathway (TLCP) The 3 P’s -Practical, Precise &Personalized (TLCP) is a promising model used to organize actions for teaching and student learning. -Building Capacity -Creating a Culture for Change Breakthrough By: Michael Fullan Peter Hill and Carmel Crevola

10. Rationale for Teaching Learning Critical Pathway -TLCP • Setting high expectations for students • Using assessment for learning to guide instruction • Providing frequent, useful and useable feedback • Creating effective classroom discussions which elicit evidence of learning.

11. The Six Secrets of ChangeBy: Michael Fullan • Love Your Employees • Connect with Purpose • Capacity Building Prevails • Learning is the Work • Transparency Rules • Systems Learn Pg. 23 “The quality of the education system cannot exceed the quality of its teachers”

12. PMI – Pluses, Minuses, Interesting FactsPluses • Teachers are putting students first. • TLCP uses data to inform instruction and evaluation. • TLCP as a model for learning engages teachers in the reflective practice. • TLCP fosters collaboration amongst teachers • Encourages a variety of assessments/evaluation (KICA-Knowledge Inquiry-Problem-solving, Application) • TLCP realizes the importance of students becoming self-regulated learners and the importance of developing critical thinking skills (H.O.T.S. – Higher Order Thinking Skills).

13. Minuses OF TLCP • Trying to find the time during the day for teachers to reflect on their own practice. • TLCP model should not be perceived as extra work for teachers. • Another challenge is to view the TLCP model as a way of improving student achievement. Sometimes immediate results will not be evident.

14. Interesting Facts about TLCPNetworking for learning.. • Vygotsky’s theory of Zone of Proximal Development (ZPD) • Reflecting the Future Aces philosophy and “Me to We” philosophy of social justice , sharing. • Focus on problem-solving strategies and communication in both literacy and mathematics (i.e. Bansho, Gallery Walk, Math Congress).

15. TLC Pathway • Gathering Evidence • Area of greatest need • Current Practice • Rubric • Data Wall • Culminating task • Classroom action/PLC Action • Moderated Marking • Communication

16. St. Jane Frances TLCP Outcomes Term 1-Primary

17. St. Jane FrancesTLCP Outcomes – Term 1 Junior

18. St. Jane FrancesTLCP Outcomes – Term 1 Intermediate

19. Analysis of TLCP Outcomes Term 1- Primary/Junior

20. TLCP & Smart Goals

21. Monthly Instructional Levels

22. Writing Samples

23. Professional Learning TLCP MeetingsJunior & Intermediate Agenda 1. Successes and Challenges of our Pathway 2. Share an Instructional Strategy 3. Reflections from Teacher Moderation Session. 4. Outcome Results and review our Target Setting (by checking how accurate we were compared to our predictions • Choose our next area of focus • Align instructional strategies and resources • TLCP Timelines • Bring: TLCP Folder (with Tracking Outcomes Sheet) QCA/OCA Tracking Summary Sheet Language Curriculum Document

24. Successes • Gradual release responsibility • Consistent assessments • Focusing Professional Learning Communities (PLC’s) on student needs • Ongoing professional learning

25. What we would like to learn with and from others • More about using larger blocks of learning time to differentiate instruction for struggling students. • What the process of teacher moderation looks like in the schools. • Explicit-teaching strategies to accelerate learning for high-needs students.

26. Professional Learning Communities

28. Steps for Answering Open Ended Questions

33. Family of School Literacy Coach (FOSLC) • feedback from teachers and administrators about the TLCP has been very positive • PLC’s and moderated marking were very powerful for teachers – the dialogue and reflections among colleagues about their students, the work both teachers and students were doing, student achievement became much more positive over the year • schools planning for 2008-09 school year with TLCP’s in mind…moving towards clustering expectations and cross-curricular integration

34. Next Steps • Continue Pathway with Grades 1-8 EQAO, CAT III and report card results to guide our “path”. • Begin a Pathway with Grade 1 • Writing answers to open ended questions • Use writing samples from first week as starting point

35. Personal ReflectionsTeamwork Coming together is a beginning.Keeping together is progress.Working together is success. - Henry Ford