PLMLCLeadership Series

Thunder Bay RegionDay 3

Brian Harrison, YRDSB

Connie Quadrini, YCDSB

Wednesday April 20th, 2011

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

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.

Series Learning Goal

• to synthesize and apply the 5 Core Capacities of Effective Leadership and Shared Leadership to improve mathematics instruction

Interactive Session Activities

• Engage in collaborative reflection to inform next ‘plan’ stage of Mathematics Leadership Learning Cycle

• Create an effective professional learning plan based on current and/or future BIPSA, professional learning essentials and the 5 Core Leadership Capacities

• District pairs tent card

Group Norms

from YRDSB

How is Math different from Literacy?Classroom• Mathematical Processes are the actions of doing math• overall expectations change from grade to grade• key concepts are developmental and sequentially built• “Gradual release” (modeled, shared, guided, independent) is not

the focus• students develop problem solving skills as they learn and apply

mathematics concepts• differentiated instruction strategies support students in accessing

mathematics• meaningful mathematical discourse creates a community of

learners

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

• practice in the refinement of effective questioning strategies supports differentiated learning for students

• facilitators must possess strong knowledge for math teaching, in particular content and pedagogical content knowledge

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

Professional Learning Essentials

• Read BLM 3.2– Excerpts from: Report to the Partnership Table

on Teacher Professional Learning: Recommendations of the Working Table of Teacher Development, May 2007

• With a partner, share…– 1 affirmation– 1 revelation

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

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SS/L-18ITEB 2010 The Professional Learning Cycle

Professional Learning Cycle

1212

SS/L-18ITEB 2010 The Professional Learning Cycle 1313

Student learning Student learning need focuses need focuses educator educator learninglearning

Using DataSetting Goals

Aligning Resources with PrioritiesFostering Collaborative Learning CulturesEngaging in Courageous Conversations

PLAN(Grade 9 Applied Focus)

• student student learning needlearning need

• educator educator learninglearning

• principal envisions a change principal envisions a change – independent practices to teacher collaboration independent practices to teacher collaboration

• goal is to achieve greater consistency in A for/as/of L goal is to achieve greater consistency in A for/as/of L – co-marking/co-assessmentco-marking/co-assessment

– mathematics department head involvementmathematics department head involvement

• Analysis of potential reasons for Grade 9 credit Analysis of potential reasons for Grade 9 credit accumulation data in Applied math accumulation data in Applied math

– notice the gaps in achievement in gender, special needs and notice the gaps in achievement in gender, special needs and ELLsELLs

• led by the principal. the team brings test samples or led by the principal. the team brings test samples or final exams (with student answers) final exams (with student answers)

– review and diagnosis of areas of challengereview and diagnosis of areas of challenge

SS/L-18ITEB 2010 The Professional Learning Cycle15

Implementing Implementing strategies to meet strategies to meet student needsstudent needs

Using DataAligning Resources with Priorities

Fostering Collaborative Learning CulturesEngaging in Courageous Conversations

ACT(Grade 9 Applied Example)

• Implementing Implementing strategies to strategies to meet student meet student needsneeds

• teachers compare and analyze tests for teachers compare and analyze tests for content and marking scales/rubriccontent and marking scales/rubric– student answers are also analyzedstudent answers are also analyzed– department head facilitates building a common department head facilitates building a common

rubric rubric

• the principal maps out connections to the the principal maps out connections to the curriculum expectations curriculum expectations – teachers recognize ambiguity in marking / A&E teachers recognize ambiguity in marking / A&E

practices; practices; – teachers begin to identify a need for co-teachers begin to identify a need for co-

marking for consistency marking for consistency – (principal senses that eventually this would (principal senses that eventually this would

lead to discussion on teacher practices)lead to discussion on teacher practices)

SS/L-18ITEB 2010 The Professional Learning Cycle

OBSERVE

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Sharing Sharing instructional instructional practice to monitor practice to monitor student learning student learning and enhance and enhance educator learningeducator learning

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Using DataSetting Goals

Aligning Resources with PrioritiesFostering Collaborative Learning

CulturesEngaging in Courageous Conversations

OBSERVE(Grade 9 Applied Example)

• Sharing Sharing instructional instructional practice to practice to monitor monitor student student learning and learning and enhance enhance educator educator learninglearning

Share and analyse: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 A&E 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 A&E is necessary

SS/L-18ITEB 2010 The Professional Learning Cycle

REFLECT

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Examining Examining evidence to reflect evidence to reflect

on student and on student and educator learningeducator learning

Using DataSetting Goals

Engaging in Courageous Conversations

REFLECT(Grade 9 Applied Example)

• Examining Examining evidence to evidence to reflect on student reflect on student and educator and educator learninglearning

Examine, analyse:Examine, analyse:• consultation with coach identifies consultation with coach identifies

opportunities for principal and opportunities for principal and department head professional learningdepartment head professional learning– facilitation skills to support co-marking facilitation skills to support co-marking

• teacher reflection also demonstrates a teacher reflection also demonstrates a need for further understanding of AforL need for further understanding of AforL as a foundation to effective AofLas a foundation to effective AofL

• plan next steps to continue the cycle of plan next steps to continue the cycle of learninglearning

SS/L-18ITEB 2010 The Professional Learning Cycle20

“House” Rounds

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“House” Rounds

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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.

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“House” RoundsDistrict Pairs Rounds (15 minutes per district pair)1. District pairs presents a ‘case’ to the team – describing

the nature of the problem/the focus for their “plan” and “act”

2. Team asks clarifying questions for the presenter3. The team offers suggestions for consideration,

reflections, connections…4. Presenter has the final word – offers observations and

reflections on what has been discussed

• Whole Group Share

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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.

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School(School Improvement Plan)

Classroom(planning for teaching and learning)

DA

TA

/ E

VID

EN

CE

-BA

SE

D

DA

TA

/ E

VID

EN

CE

-BA

SE

D

Board(Board Improvement Plan)

AL

IGN

ED

AL

IGN

ED

Making the Connection

BIP Assessment Tool

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Exploring Sample BIPSA’s

• Using BLM 3.3, work with your district partner to analyze the 3 BIPSA samples

• Identify…– 1 plus – 1 minus– 1 interesting

• Whole Group Share

Designing an Effective Mathematics Professional Learning Plan

Work with your district partner to• Design / refine an effective professional learning

plan to support your BIPSA. • Use the following resources to guide your

reflection and planning:– BLM 3.2 & 3.4 – Conversation Starters package

Designing an Effective Professional Learning Plan

Form a group of 4 • District pairs share their professional learning

plan and identify how you integrated…– Professional learning essentials (BLM 3.2)– 5 Core Capacities

Feedback

• Senteo Data

Feedback & Feed-Forward

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

Thank You!

• Brian Harrison, brian.harrison@yrdsb.edu.on.ca

• Connie Quadrini, connie.quadrini@ycdsb.ca

• http://gains-camppp.wikispaces.com/PLMLC+Leadership