Teaching Learning Critical PathwayTeaching Learning Critical Pathway3 P’s-Personalization, Precision, Professional 3 P’s-Personalization, Precision, Professional

Learning CommunityLearning Community

Josephine Virgilio – Junior Intermediate TeacherJosephine Virgilio – Junior Intermediate Teacher

Leading for Student Achievement- SAT Team- Vice-Leading for Student Achievement- SAT Team- Vice-Principals, Teachers, Resource Principals, Teachers, Resource

Introducing Saint Jane Frances Introducing Saint Jane Frances Catholic Elementary SchoolCatholic Elementary School

DemographicsDemographicsFaith-based CurriculumFaith-based Curriculum

CatholicityCatholicity

853 students853 students Diverse Socio-EconomicDiverse Socio-Economic Whole childWhole child Character Education- ACES philosophy Character Education- ACES philosophy

(Action, Character, Education, (Action, Character, Education, Service). Service).

   Parental InvolvementParental Involvement

ECO Gold SchoolECO Gold School

LIFE IS A JOURNEY, NOT A LIFE IS A JOURNEY, NOT A DESTINATION DESTINATION

-Dr. Herbert Carnegie-Dr. Herbert Carnegie

BE A FUTURE ACE!!! (ACES-Action, BE A FUTURE ACE!!! (ACES-Action, Character, Education, Service).Character, Education, Service).

EEarly arly YYears ears LLiteracy iteracy

PProjectroject 2 hour Literacy Block2 hour Literacy Block Timetabling for literacy – Balanced Timetabling for literacy – Balanced

LiteracyLiteracy Books,Books,Books Books,Books,Books

(Classroom and multiple copy room)(Classroom and multiple copy room) Running Records/Reaching ReadersRunning Records/Reaching Readers Common planning timeCommon planning time Moderated MarkingModerated Marking Assessment/Evaluation- Backward DesignAssessment/Evaluation- Backward Design CelebrationsCelebrations

EQAOEQAOSt. Jane FrancesSt. Jane Frances

Grade Three ResultsGrade Three ResultsReading, Writing, MathematicsReading, Writing, Mathematics

EQAO ResultsEQAO ResultsGrade 6 ResultsGrade 6 Results

Reading, Writing, Mathematics Reading, Writing, Mathematics

What is Teaching- Learning What is Teaching- Learning Critical Pathway (TLCP)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 ChangeBreakthrough By: Michael Fullan Peter Hill and Carmel Crevola

Rationale for Teaching Rationale for Teaching Learning Critical Pathway -Learning Critical Pathway -

TLCPTLCP Setting high expectations for studentsSetting high expectations for students Using assessment for learning to guide Using assessment for learning to guide

instruction instruction Providing frequent, useful and useable Providing frequent, useful and useable

feedbackfeedback Creating effective classroom discussions Creating effective classroom discussions

which elicit evidence of learning.which elicit evidence of learning.

The Six Secrets of ChangeThe Six Secrets of Change By: Michael FullanBy: Michael Fullan

1.1. Love Your EmployeesLove Your Employees

2.2. Connect with PurposeConnect with Purpose

3.3. Capacity Building PrevailsCapacity Building Prevails

4.4. Learning is the WorkLearning is the Work

5.5. Transparency RulesTransparency Rules

6.6. Systems LearnSystems Learn

Pg. 23 “The quality of the education system Pg. 23 “The quality of the education system cannot exceed the quality of its teachers”cannot exceed the quality of its teachers”

PMI – Pluses, Minuses, Interesting PMI – Pluses, Minuses, Interesting FactsFactsPlusesPluses

Teachers are putting students first.Teachers are putting students first. TLCP uses data to inform instruction and evaluation.TLCP uses data to inform instruction and evaluation. TLCP as a model for learning engages teachers in the TLCP as a model for learning engages teachers in the

reflective practice.reflective practice. TLCP fosters collaboration amongst teachersTLCP fosters collaboration amongst teachers Encourages a variety of assessments/evaluation Encourages a variety of assessments/evaluation

(KICA-Knowledge Inquiry-Problem-solving, (KICA-Knowledge Inquiry-Problem-solving, Application)Application)

TLCP realizes the importance of students becoming TLCP realizes the importance of students becoming self-regulated learners and the importance of self-regulated learners and the importance of developing critical thinking skills (H.O.T.S. – Higher developing critical thinking skills (H.O.T.S. – Higher Order Thinking Skills).Order Thinking Skills).

Minuses OF TLCPMinuses OF TLCP

Trying to find the time during the day Trying to find the time during the day for teachers to reflect on their own for teachers to reflect on their own practice.practice.

TLCP model should not be perceived TLCP model should not be perceived as extra work for teachers.as extra work for teachers.

Another challenge is to view the TLCP Another challenge is to view the TLCP model as a way of improving student model as a way of improving student achievement. Sometimes immediate achievement. Sometimes immediate results will not be evident. results will not be evident.

Interesting Facts about TLCPInteresting Facts about TLCPNetworking for learning..Networking for learning..

Vygotsky’s theory of Zone of Proximal Vygotsky’s theory of Zone of Proximal Development (ZPD)Development (ZPD)

Reflecting the Future Aces philosophy and Reflecting the Future Aces philosophy and “Me to We” philosophy of social justice , “Me to We” philosophy of social justice , sharing.sharing.

Focus on problem-solving strategies and Focus on problem-solving strategies and communication in both literacy and communication in both literacy and mathematics (i.e. Bansho, Gallery Walk, mathematics (i.e. Bansho, Gallery Walk, Math Congress). Math Congress).

TLC Pathway TLC Pathway

Gathering EvidenceGathering Evidence Area of greatest needArea of greatest need Current PracticeCurrent Practice RubricRubric Data WallData Wall Culminating taskCulminating task Classroom action/PLC ActionClassroom action/PLC Action Moderated MarkingModerated Marking CommunicationCommunication

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

GradeGrade # of # of

students students Level 1Level 1 Level 2Level 2 Level 3Level 3 Level 4Level 4

2 Pre 2 Pre TestTest

8080 3838 2323 1414 55

2 Post 2 Post TestTest

8080 24 24 22 2222 1313

3 Pre Test3 Pre Test 7777 2727 2525 2121 44

3 Post 3 Post TestTest

7777 1919 2727 1919 1212

St. Jane FrancesSt. Jane FrancesTLCP Outcomes – Term 1 JuniorTLCP Outcomes – Term 1 Junior

GradeGrade # of # of

studentsstudentsLevel 1Level 1 Level 2Level 2 Level 3 Level 3 Level 4Level 4

4 Pre-Test 4 Pre-Test 9494 5252 2525 1515 22

4 Post-Test4 Post-Test 9494 2727 3636 2626 55

5 Pre Test5 Pre Test 7777 2121 3131 2323 22

5 Post-Test5 Post-Test 7777 1010 2929 3131 77

6 Pre-Test6 Pre-Test

6 Post -Test6 Post -Test8282

82824545

32322323

32321212

141422

44

St. Jane FrancesSt. Jane FrancesTLCP Outcomes – Term 1 TLCP Outcomes – Term 1

IntermediateIntermediateGradeGrade # of # of

studentsstudentsLevel 1Level 1 Level 2Level 2 Level 3 Level 3 Level 4Level 4

7 Pre-7 Pre-TestTest

7777 2323 4545 77 22

7 Post-7 Post-TestTest

7777 88 3535 24 24 00

8 Pre-Test8 Pre-Test 9090 4949 3333 66 22

8 Post- Test8 Post- Test 9090 3333 3232 1919 66

Analysis of TLCP OutcomesAnalysis of TLCP Outcomes Term 1- Primary/Junior Term 1- Primary/Junior

GradeGrade # of # of studentstudentss

Pre-Pre-TestTest

Post -Post -TestTest

ChangeChange Pre-Pre-testtest

Post-Post-testtest

22 8080 19 19

(23%)(23%)3535

(43%)(43%)1616

(20%)(20%)2323

(28%)(28%)1212

(52%)(52%)

33 7777 2525

(32%)(32%)3131

(40%)(40%)66

(8%)(8%)2424

(32%)(32%)77

(28%)(28%)

44 9494 1717

(18%)(18%)3131

(33%)(33%)1414

(15%)(15%)2525

(26%)(26%)1313

(52%)(52%)

55 7777 2525

(32%)(32%)3838

(49%)(49%)1313

(17%)(17%)2323

(40%)(40%)1212

(21%)(21%)

66 8282 14 14 (17%)(17%)

1818

(22%)(22%)44

(5%)(5%)2323

(28%)(28%)44

(17%)(17%)

TLCP & Smart GoalsTLCP & Smart Goals

GradeGrade SMART GoalSMART Goal

Target (TLCP #1) Target (TLCP #1) movement of specific # movement of specific # of students based on of students based on predictions (from Level 2 predictions (from Level 2 to 3)to 3)

Movement of students Movement of students as a result of Post-as a result of Post-AssessmentAssessment

22 1717 1212

33 1616 77

44 2020 1313

55 2020 1212

66 66 44

77 1010 1212

88 1111 99

Monthly Instructional LevelsMonthly Instructional Levels

Writing SamplesWriting Samples

Professional Learning Professional Learning TLCP MeetingsTLCP Meetings

Junior & Intermediate AgendaJunior & Intermediate Agenda1. Successes and Challenges of our Pathway1. Successes and Challenges of our Pathway2. Share an Instructional Strategy2. Share an Instructional Strategy3. Reflections from Teacher Moderation Session.3. Reflections from Teacher Moderation Session.4. Outcome Results and review our Target Setting (by 4. Outcome Results and review our Target Setting (by

checking how accurate we were compared to our checking how accurate we were compared to our predictionspredictions

5.5. Choose our next area of focusChoose our next area of focus6.6. Align instructional strategies and resourcesAlign instructional strategies and resources7.7. TLCP TimelinesTLCP Timelines8.8. Bring: TLCP Folder (with Tracking Outcomes Sheet)Bring: TLCP Folder (with Tracking Outcomes Sheet) QCA/OCA Tracking Summary SheetQCA/OCA Tracking Summary Sheet Language Curriculum Document Language Curriculum Document

SuccessesSuccesses

• Gradual release responsibilityGradual release responsibility• Consistent assessmentsConsistent assessments• Focusing Professional Learning Focusing Professional Learning

Communities (PLC’s) on student Communities (PLC’s) on student needsneeds

• Ongoing professional learningOngoing professional learning

What we would like to learn What we would like to learn with and from otherswith and from others

More about using larger blocks of More about using larger blocks of learning time to differentiate learning time to differentiate instruction for struggling students.instruction for struggling students.

What the process of teacher What the process of teacher moderation looks like in the schools.moderation looks like in the schools.

Explicit-teaching strategies to Explicit-teaching strategies to accelerate learning for high-needs accelerate learning for high-needs students. students.

Professional Learning Professional Learning CommunitiesCommunities

Steps for Answering Open Steps for Answering Open Ended QuestionsEnded Questions

Family of School Literacy Family of School Literacy Coach (FOSLC)Coach (FOSLC)

feedback from teachers and administrators feedback from teachers and administrators about the TLCP has been very positiveabout the TLCP has been very positive

PLC’s and moderated marking were very PLC’s and moderated marking were very powerful for teachers – the dialogue and powerful for teachers – the dialogue and reflections among colleagues about their reflections among colleagues about their students, the work both teachers and students, the work both teachers and students were doing, student achievement students were doing, student achievement became much more positive over the yearbecame much more positive over the year

schools planning for 2008-09 school year schools planning for 2008-09 school year with TLCP’s in mind…moving towards with TLCP’s in mind…moving towards clustering expectations and cross-curricular clustering expectations and cross-curricular integrationintegration

Next StepsNext Steps

Continue Pathway with Grades 1-8 Continue Pathway with Grades 1-8 EQAO, CAT III and report card results EQAO, CAT III and report card results to guide our “path”.to guide our “path”.

Begin a Pathway with Grade 1Begin a Pathway with Grade 1 Writing answers to open ended Writing answers to open ended

questionsquestions Use writing samples from first week as Use writing samples from first week as

starting pointstarting point

Personal ReflectionsPersonal ReflectionsTeamwork Teamwork

Coming together is a beginning.Keeping together is progress.Working together is success.

- Henry Ford