PLMLCLeadership Series

Ottawa RegionDay 3

Demetra Saldaris, EDUShelley Yearley, TLDSB

May 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

• Share, reflect and connect Plan for Mathematics Leadership Learning Cycle

• Plan an effective professional learning plan based on current and/or future BIPSA

Group Norms

from YRDSB

• All literacy strategies are transferrable to mathematics.

• Good instructional approaches are valid in any subject.

• Implementation of the gradual release model is appropriate for all content areas and at all levels of learning.

• Mathematics is a sequential /lock step process.

How is Math different from Literacy?

Classroom• mathematical processes play an integral role• overall expectations change from grade to grade• key concepts are developmental and sequentially built• gradual release (modeled, shared, guided, independent)

is not the sequence focus• students develop problem solving skills as they learn and

apply mathematics concepts• literacy strategies and differentiated instruction strategies

are used to develop 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• refines the use of effective questioning strategies to

differentiate 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) coherentii) attentive to adult learning styles iii) goal-oriented iv) sustainable v) evidence-informed

Professional Learning Cycle SummarySummary

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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Professional Learning Essentials

• Read the excerpts from: Report to the Partnership Table on Teacher Professional Learning: Recommendations of the Working Table of Teacher Development, May 2007

• With a partner, reflect on your learning cycle and identify…– connection(s)– misalignment(s)

SS/L-18ITEB 2010 The Professional Learning Cycle 1414

Student learning Student learning need focuses need focuses educator educator learninglearning

DataSetting Goals

Engaging in Courageous Conversations

PLAN(Grade 9 Applied Focus)

• student learning student learning needneed

• educator educator learninglearning

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

• the primary goal is to achieve greater consistency in the primary goal is to achieve greater consistency in assessment assessment for, as and offor, as and of learning as a result of co- learning as a result of co-marking/co-assessment; principal requests support of marking/co-assessment; principal requests support of mathematics department headmathematics department head

• to date, teachers have looked at grade 9 credit to date, teachers have looked at grade 9 credit accumulation data in Applied math and have discussed accumulation data in Applied math and have discussed possible reasons for the results noticing the gaps in possible reasons for the results noticing the gaps in achievement in gender, special needs and ELLsachievement in gender, special needs and ELLs

• led by the principal. the team (head, grade nine Applied led by the principal. the team (head, grade nine Applied math teachers) decides to bring test samples or final math teachers) decides to bring test samples or final exams (with student answers) for review and diagnosis of exams (with student answers) for review and diagnosis of areas of challengeareas of challenge

SS/L-18ITEB 2010 The Professional Learning Cycle16

Implementing Implementing strategies to meet strategies to meet student needsstudent needs

Aligning Resources with Priorities

Fostering Collaborative Learning Cultures

Engaging in Courageous Conversations

ACT(Grade 9 Applied Focus)

• 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/rubric; student content and marking scales/rubric; student answers are also analyzed department head answers are also analyzed department head facilitates the building a common rubric facilitates the building a common rubric

• as part of this process, the principal maps out as part of this process, the principal maps out connections to the curriculum expectations connections to the curriculum expectations teachers recognize ambiguity in teachers recognize ambiguity in marking/assessment and evaluation marking/assessment and evaluation practices; teachers begin to identify a need for practices; teachers begin to identify a need for co-marking in order to provide consistency co-marking in order to provide 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 practice to monitor student monitor student learning and learning and enhance educator enhance educator learninglearning

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Using DataFostering Collaborative

Learning CulturesEngaging in Courageous

Conversations

OBSERVE(Grade 9 Applied Focus)

• Sharing Sharing instructional instructional practice to practice to monitor student monitor 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 assessment and evaluation 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 assessment and evaluation is necessary

SS/L-18ITEB 2010 The Professional Learning Cycle

REFLECTREFLECT

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Examining evidence Examining evidence to reflect on to reflect on student and student and educator learningeducator learning

Using DataEngaging in Courageous

Conversations

REFLECT(Grade 9 Applied Focus)

• Examining evidence Examining evidence to reflect on student to 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 learning department head professional learning for facilitation skills to support co-for facilitation skills to support co-marking marking

• teacher reflection also demonstrates a teacher reflection also demonstrates a need for further understanding of need for further understanding of assessment assessment forfor learning as a foundation learning as a foundation to effective assessment to effective assessment ofof learning learning

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

SS/L-18ITEB 2010 The Professional Learning Cycle21

The Professional Learning CycleKey Questions for Consideration

• Upon examining board/school data what are the main student learning needs for those students ‘in risk situations’ that need to be addressed?

• Based on the identified student learning needs what educator learning needs to take place and with what team of educators?

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Setting the Stage“House” Rounds

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“House” Rounds

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“House” RoundsLike Role Rounds (10 minutes per participant)1. Table participant 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

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House Rounds

• Whole Group Share

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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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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Making the ConnectionsMaking the Connections

School(School Improvement Plan)

Classroom(planning for teaching and learning)

DA

TA /

EVID

ENC

E-B

ASE

D

DA

TA /

EVID

ENC

E-B

ASE

D Board

(Board Improvement Plan)

ALI

GN

EDA

LIG

NED

BIPSA Assessment Tool

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Exploring Sample BIPSA’s

• 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.

Guiding Questions• How does it address student needs as groups? as individuals? (e.g. class

and individual profiles)• What evidence do you have of alignment between SIPSAs and BIPSA,

including needs assessment, goal(s)?• How does it grow capacity (i.e. succession planning, increasing number of

math confident leaders) over time?• How does it build teacher content knowledge?• How do you monitor impact of the professional learning plan?• How is your PL differentiated to support teachers to support student needs?• What types of finer or broader grain size data are needed for monitoring?

Within which context(s) is this data relevant?• How do you know that you have the latest information, you are using that

information strategically (e.g. explicit themes, job-embedded, number of days per teacher, etc.) to develop your PL plan and you are bring the math knowledge person into the conversation when developing that plan?

• How does your plan align K-12? • What factors caused the change / growth in teacher and student learning?

Designing an Effective Professional Learning Plan

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

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

Feedback

• Senteo Data

Feedback & Feedforward

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!

• Demetra Saldaris, demetra.saldaris@ontario.ca

• Shelley Yearley, s.yearley@tldsb.on.ca