PLMLCLeadership Series

Ottawa RegionDay 2

Ellen Walters, YCDSB

Shelley Yearley, TLDSB

Tuesday March 1, 2011

Series Learning Goal

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

Interactive Session Activities

• Explore evidence-based practices in mathematics and make connections to the 5 Core Capacities of Effective Leadership and Board Improvement Planning

• Refine Mathematics Leadership Learning Cycle (Plan)

Minds On

Give One, Get One• On an index card, jot down the most important idea from

yesterday’s session.• On the signal, find a partner. Share the important idea

and how it relates to shared leadership in mathematics• Paraphrase your partner’s idea. Repeat, then trade

cards.• On the signal, find a new partner and repeat the process.• Return to your table group and share the important idea

from the last index card you received.

Examining Current Research in Mathematics

Research Summaries

1. CLIPS

2. Gap Closing

3. PRISM

4. CIIM

5. CIL-M

Research Jigsaw

1. Number off 1 through 5.

2. Move to the appropriate location to review one of the research documents (20 min)

3. Return to your home group and provide a summary of the research (20 min)

4. Once the summaries are complete, discuss how your practices are aligned with the research. (20 mins)

Evidence-Based Practices in MathematicsYour choice:– Visual Representation of Professional Learning through Coaching

YCDSB St. Jean de Brebeuf Map with video (Grade 9), www.edugains.ca Math GAINS Leading Change Evidence of Effectiveness Collaborative Learning: GAINS in Grade 9 Mathematics (York CDSB), Adobe Presenter

– Professional Learning Strategy SequenceYRDSB Mathematics Leadership Capacity Building (K-12)

– Inquiry-based Professional Learning through Lesson StudyTMERC: KPR Lesson Study (Grade 8), www.tmerc.ca Digital Papers Demonstration Pre-visit / Demonstration / Debrief and Goal Setting / Enactment

– Role of Choice in Engaging Teachers in Professional LearningTLDSB: Professional Learning Menu (7-12), www.edugains.caMath GAINS Leading Change Innovations by Board

Evidence-Based Practices in Mathematics

With your district partner, • select and review at least one of the examples of evidence-based

practices

• identify elements of the practice that a) Are evident your workb) Would support a challenge / opportunity you have

Evidence-Based Practices in Mathematics

With the whole group:• Share one “ah-ha” moment from the example

you reviewed and the implications for your challenge / opportunity

EDUGAINS

Planning Time Consider the mathematics challenge in your

BIPSA 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?

Capture your ideas in the ‘plan’ area of the Mathematics Leadership Learning Cycle

“Cultural” barriers to moving forward

Culture of Activity

Cultural Shift in Schoolsfrom what we did……….to what we learned

Culture of Conservation

Imposter Syndrome

Fear of judgment

Culture of Niceness

Lead Knower instead of … Lead Learner

Impactful Leadership DimensionsPlanning, coordinating and evaluating teaching

and curriculum

Establishing

goals and expectations

Acquiring

strategic resources

Ensuring a

safe and orderly environment

Promoting and participating in

teacher learning and development

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Posthole

A mile wide and an inch deep does not work