TCDSB PROFESSIONAL DEVELOPMENT PLAN FOR CLASSROOM ... · thinking to improve their own learning. 2....
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PUBLIC
TCDSB PROFESSIONAL DEVELOPMENT PLAN
FOR CLASSROOM PRACTICIONERS
2014 - 2015
“Let the wise hear and increase in learning, and the one who
understands obtain guidance”
Proverbs 1:5
Created, Draft First Tabling Review
October 20, 2014 November 4, 2014 Click here to enter a date.
Dan Koenig, Superintendent of Curriculum and Accountability
Patrick Keyes, Superintendent of Student Success
Cristina Fernandes, Superintendent of Early Learning
INFORMATION REPORT
Vision:
At Toronto Catholic we transform the world
through witness, faith, innovation and action.
Mission:
The Toronto Catholic District School Board is an
inclusive learning community rooted in the love of
Christ. We educate students to grow in grace and
knowledge and to lead lives of faith, hope and
charity
G. Poole
Associate Director of Academic Affairs
A. Sangiorgio
Associate Director of Planning and Facilities
S. Pessione
Associate Director of Business Services,
Chief Financial Officer and Treasurer
Angela Gauthier
Director of Education
REPORT TO
STUDENT ACHIEVEMENT AND
WELL BEING, CATHOLIC
EDUCATION AND HUMAN
RESOURCES COMMITTEE
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A. EXECUTIVE SUMMARY
This Information Report, for the consideration of the Board, provides an overview of the
K-12 professional development (PD) plan for teachers to support student achievement as
set out in Ontario Catholic School Graduate Expectations. The teacher PD initiatives
reflect the Multi-Year Strategic Plan (MYSP) priorities and the Board Learning
Improvement Plan (BLIP) goals.
B. PURPOSE
1. Each year central staff reviews board data to determine our progress toward the
achievement of the priorities articulated in the MYSP and the goals within the BLIP.
2. Based on the patterns and trends identified in the data, Teacher Professional Learning
Plans (TPLP) are developed to support improved student achievement and well-being.
3. Other considerations in the development of this professional development plan
include student, parent, parish, teacher, federations, principal, and superintendent
feedback on our progress as well as a consolidation of the School Learning and
Improvement Plans (SLIP).
C. BACKGROUND
The K-12 Professional Development Plan for Student Achievement and Well-Being is an
annual report due to the Board of Trustees in November.
D. EVIDENCE/RESEARCH/ANALYSIS
1. The student learning needs that are the focus of our Board Learning Improvement Plan
for student achievement 2014-2018 include the following:
a) Catholic Social Teachings that form the heart and foundation for all our students.
b) Staff Engagement and Well-Being that incorporates a participatory practice into the
design and implementation of the school learning improvement plan thereby creating
a caring professional learning and teaching culture.
c) Student motivation, engagement and voice into the school learning improvement plan
to reflect the needs, diversity and interests of the school population and inform school
planning.
d) The development of partnerships with parents, guardians, family, parish and
community members so they have an opportunity to share and enhance their learning
and skills to support student learning and well-being.
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e) A clear emphasis on developing a culture of high expectations especially in the areas
of literacy and numeracy.
f) Allow for students to engage in authentic and experiential learning activities.
g) Engage in job-embedded inquiry based professional learning that informs
instructional practice to enhance student learning and achievement.
h) Use assessment for, as and of learning to help students develop their own learning
goals, monitor their progress, determine their next steps and reflect upon their
thinking to improve their own learning.
2. The Ministry of Education provides funding for teacher professional development. Many
of the initiatives listed in the plan address the objectives as outlined within their
agreement with the Board.
3. Some of the Ministry initiatives that support the Professional Development Plan include
the following:
a) Collaborative Inquiry for Learning – Mathematics
b) Building Capacity for Differentiated Instruction – Student Success
c) Building Capacity for Effective Instruction in Literacy for Adolescents – Student
Success
d) Building Capacity for Effective Mathematics Instruction – Student Success
e) Building Innovative Practice, Grades 7-10 – Student Success
f) Collaborative Inquiry for Instructional Impact – Student Success
g) Middle Years Collaborative Inquiry, Grades 7-10 Mathematics – Student Success
h) School and Cross Panel Teams: Supporting Transitions and Innovative Practices –
Student Success
i) Student Work Study – Support collaborative teacher inquiry into student learning
needs and the precise assessment and instructional strategies that close learning gaps
and improve achievement.
j) Supporting Implementation of Full-Day Kindergarten
k) Supporting Implementation of Policies and Programs
l) System Implementation and Monitoring (SIM)/ Ontario Focused Intervention
Partnership Support (OFIP)
4. The K-12 PD plan for 2013-2014 is multi-faceted and has the following components:
a) Teachers K-6 in an identified division or grade including OFIP schools (Appendix
A.1-A.3)
b) Teachers 7-12 in Literacy (Appendix B)
c) Teachers 7-12 in Mathematics (Appendix C)
d) School Administrators – Leading Student Achievement (LSA) K-8, Secondary
Schools Principals’ meetings
e) Secondary Schools’ Department Heads and Principals
f) Student Success Initiative (SSI)
g) Teachers in specific subject areas
h) Professional Development for staff to support faith development and pastoral care
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i) Professional Development to support student and staff well-being (i.e. Stop the
Stigma, Mental Health Strategy)
j) Professional Development for teachers in Pathways Planning (7-12) (Appendix D)
k) Professional Development for Early Years (Appendix E)
l) Professional Development for local school learning networks (Student Success
Learning Networks)
E. METRICS AND ACCOUNTABILITY
1. Multiple measures to inform student learning and improvement as well as the
professional development plans are to be utilized.
2. Achievement data consisting of EQAO results, CAT4, Pass/Fail Rates, Report Card
data, Credit Accumulation and Graduation Rates will be reviewed as the data
becomes available.
3. Perceptual Data consisting of student and staff surveys include the following: Safe
and Caring Catholic School Climate, My School My Voice, Student Transition: Your
Move to High School, EQAO student and teacher questionnaire, Student Success
Year End Reflection, School Effectiveness Framework Self-Assessment and other
surveys collected by staff to inform and support professional learning sessions.
4. Other data that will be reviewed and analysed will include: School Learning and
Improvement Plans, student work, Learning Walks, Program Data, Collaborative
Inquiries and Senior Staff visits to schools and professional development sessions.
F. CONCLUDING STATEMENT
This report is for the consideration of the Board.
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APPENDIX A.1
TCDSB K – 6 Literacy Professional Learning Plan 2014-2015
TCDSB K – 6 LITERACY PROFESSIONAL LEARNING PLAN
2014 - 2015 Goals Initiative/Subject Details Grades # Schools # Teachers # Days Responsibility Time Lines
- to engage educators in on-going collaborative inquiry to improve student learning in literacy.
- Literacy Inquiry Teams
-Primary : Grades 1-3 or Junior: Grades 4-6 -educator inquiry focused on student learning and dilemma of practice
1-3 4-6
Schools that have
selected literacy as
their area of critical need
25 schools x 4 teachers x 4
days
400 Literacy Resource Team
October to April
-to engage in collaborative inquiry focusing on K-2 learning
-Pedagogical Documentation -Connecting existing structures in Comprehensive Literacy with inquiry based learning
One school per area in collaboration with our K-2 colleagues Include release time for teachers and ECEs
K-2 8 schools 1 per area
Approximately 5 teachers per
school Release time
for ECEs
160 In collaboration with K-2 Team
October to April
-to support teachers who are new to EQAO
-Administration -Instructional approaches and strategies -Structure of the assessment
Grades 3 & 6 teachers who are new to the grade
Grades 3 and 6
All 4 full days sessions
2x30 for Grade 3
2x30 for Grade 6
120 Literacy Resource Team
November 25 –Grade 3 November
27 -Grade 6
-to support teachers who are new to primary or junior/intermediate
-Curriculum -Assessments -Strategies and Approaches -Resources
Grades 1- 8 Focus on board assessments and framework for instruction: Comprehensive Literacy and Literacy in the Middle Grades.
Teachers new to
the division
All 140 teachers across the
system
140 Literacy Resource Team
October 3, 8, 9 and 10
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APPENDIX A.1
TCDSB K – 6 Literacy Professional Learning Plan 2014-2015
To bring alignment to the assessment 3-8 and to align questions to the Ontario Curriculum
Pilot research on Grade 3 QCA in collaboration with research
-QCA questions for grade 3 must be rewritten to meet curriculum expectations -Revisions must meet research standards
Grade 3 All Minimum 1 school per area
8 schools x 2 teachers X 3
days
48 Literacy Resource Team and Research Department
September and January
-to give teachers the opportunity to self-select professional learning
Reading for the Love of It (RFTLOI)
One teacher per school All All One teacher per school is selected to
attend
170 February 9 & 10
-assist School principal and SIT with professional learning
Support for (Independent) Self Directed Learning Schools
-literacy resource teachers are available to assist schools with learning plan
28 schools
Those not in LITs
Up to 5 days per school
140 Literacy Resource Team
October - June
-to support teachers who are new to 5th Block/JLI -to engage in collaborative inquiry
-Selection and Demission Procedures -Assessment measures -Strategies and Approaches -Programming -Collaborative Inquiry
Ongoing professional learning for New to 5th Block and JLI teachers
All 5th
Block
and JLI Teachers
All 5th
Block and JLI Schools
4 days for all teachers
4 additional days for new to
5th
Block/JLI teachers
140 5th Block and JLI Leads
September – 3 days
October 1 Day
January 2 day
May 1 day June 1 day
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TCDSB K - 6 Mathematics Professional Learning Plan 2014 - 2015
APPENDIX A.2
TCDSB K - 6 MATHEMATICS PROFESSIONAL LEARNING PLAN
2014 2015
Goals
Initiative/
Subject
Details
Grades
#
Schools
#
Teachers
# Days
Responsibility
Time
Lines
Develop understanding of Math Orientation to EQAO 60 45 New P 1 day x Math Co-ord Oct 2014
mathematics program planning Orientation mathematics instruction Gr3, 6 (20X3) P 58 New J 263 Math RT and instruction in relation to Ontario mathematics
curriculum, EQAO assessment
practices and board
improvement goals, like LG, SC,
and programing for
teachers:
-‐New to EQAO
-‐New to the Grade
New to
Grade
Gr1 to
Gr6
(20X3) J
(20X4) 3
(20X4) 6
80 Gr3
80 Gr6
teachers
=263
days
DF
Develop math content and Math Study Collaborative inquiry/ Gr 4 schools 15 to 20 6 days x Math Co-ord Oct 2014 to
pedagogical knowledge in Group study sessions with 1 local 4/5/6 x 4 grps teachers 270 SS coaches May 2015
relation to analysis and monitoring of student learning
and achievement using inquiry/
study, co-‐‐teaching and public
research lessons
study sessions (public
research) with MRT follow-‐‐
up in schools (4 schools per
group)
= 64
schools
x 16
groups =
270
teachers
teachers
= 1620
days
Math RT
Develop math content and Focused monthly sessions, PAL sign-‐‐ Gr 2 to 7 20 139 Math Co-ord Nov 2014
pedagogical knowledge in Learning up, focused on hot topics; 6 sessions teachers teachers Math RT to
relation to analysis and
monitoring of student learning
and achievement
Sessions for example:
-‐‐ LG, SC, DF
-‐‐ Bansho (Board-‐Writing)
over 3
months
per
session =
139
x 3 days
= 417
days
21C RT March
2015
-‐‐ Mental Math Strategies teachers
-‐‐ Co-‐Constructing Success
Criteria in 3 part problem
solving lesson
-‐‐ Learning Trajectories P,J Investigate, study math
content, implement related
instructional strategies and
analyse and monitor its impact
on student learning and
achievement; Summarize
results of study and analysis in
a curriculum resource
document
Math
Working
Group
monthly sessions
-‐Kindergarten Math (3)
K 8 schools 15 15x3 day
=45 days
Math Co-ord
Math RT
Early L RT
21C RT
Sept 2014 to
June 2015
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TCDSB K - 6 Mathematics Professional Learning Plan 2014 - 2015
APPENDIX A.2
Develop strategies for using Knowledge student and teacher use of Gr 6 10 2 3 days x Math Co ord Jan 2015 to
Knowledgehook web-‐‐based hook Pilot web-‐based self-‐directed schools teachers 20 = 60 Math RT June 2015
program for student self-‐‐
directed learning and
classroom instruction
learning, practice and
assessment program
designed with gaming
x 10
schools =
20
days SS Coaches
principles (follow up from teachers
Gr9app use in 2013-‐2014) Develop math content and
pedagogical knowledge After School
Learning
Sessions
Learning focus identified by
host school
K to 6 4 schools
x 4
regions =
16
schools
25
teachers
x 16
schools
= 400
NA Math Co-ord
Math RT
Oct 2014 to
April 2015
Study and develop SPED SPA -‐‐ classroom and special 2 to 6 24 1 SPED 5 days x Math Co-ord Oct 2014 to
collaborative planning and Mathematics education teachers co-‐plan schools and 1 48 Math RT April 2015
instructional practices for differentiating mathematics
instruction using Leaps and
Bounds within Tier 1 and 2
Working
Group 1
and implement use of
Leaps and Bounds in Tier 1
and 2 settings
( 3 per
region)
classroom teachers
per school
teachers
= 240
days
APTs
SS Coaches
settings; Summarize results of
study and analysis through
writing a curriculum document
Develop math content Math Studying mathematics K to 6 7 schools 2 6 days x Math Co-ord Jan 2015 to
knowledge Concept content deeply using math teachers 14 Math RT June 2015
Study Group concept study processes per grade teachers
and strategies from x 7 = 64
Kindergarten to Grade 12 schools days
(2 teachers per each grade) =14
teachers Develop math content and
pedagogical knowledge within
the context of school and
regional leadership contexts
Math Leadership
-‐Focused learning session
on math leadership
strategies (e.g., Math Reps,
teachers taking AQ courses
or doing public research
lessons)
K to 6 14 schools
14 teachers
3 days
x 14
teachers
= 42
days
Math Co-ord Math RT
Dec 2014
to June
2015
Develop math content and
pedagogical knowledge OAME Local
Conference
Toronto
Educator self-‐selected
mathematics learning
sessions (after school)
K to 6 168
schools
2
teachers
x 50
schools =
100
teachers
none Math Co-ord
Math RT
Oct 2014
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TCDSB K - 6 Mathematics Professional Learning Plan 2014 - 2015
APPENDIX A.2
Develop math content and
pedagogical knowledge OAME
Provincial
Conference,
Toronto
educator self-‐selected
mathematics learning
sessions (full day)
K to 6 168
schools
1 teacher
x 168
schools =
168
teachers
1
teacher
x 1 day
= 168
days
Math Co-ord
Math RT
May 2014
Develop math content and
pedagogical knowledge Math AQ and
ABQ Courses
-‐100% subsidization of AQ
and ABQ PJ Math Part 2
course developed by TCDSB
Math Dept
K to 8 N/A 28
teachers
none Math Co-ord Sept 2014
to July
2015
Jump Math Pilot Math
Learning
Implement a Math pilot in
10 schools using Jump Math
3 to 8 10 schools 35 teachers
35 teachers x 3 days = 105 days
External support – liaising with Math and Research Dept.
December
2014 to
June 2015
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APPENDIX A.3
TCDSB K-12 SEF Professional Learning Plan 2014 - 2015
Initiative Grade Levels Schools Timelines Days Responsibility Details Notes
District Review
K-12 Year 4 Schools Sept-June Four (Phase 1, 2, & 4)
Schools 42 x 4 Teachers x 3 Days
Focus on school identified area of focus and refining of SLIP post review
District Review Support
K-12 Year 4 Schools Dec 12 & April 15
Four Central Resource and Research Teams
41 x 4Teachers x 1
Focus on supporting all schools involved in DR in a cross panel PD opportunity supporting the most commonly identified SEF indicators
Student Work Study
K-12 Volunteering Schools
October-May As determined by school need
SWS Team Various Focus on learning about SWS project, student learning and research findings provincially and locally.
SWS CI K-1, 7-8 From Volunteering SWS Schools
October-June
Six SWS Team 4 Schools X4 Teachers X 6 days
Area of inquiry determined by group
SWS/Math/FI/21C French Immersion Schools
October-June
Five SWS/French/Math/21C
5 schools X 5 teachers X 4 days
Area of Math inquiry determined by group
SWS/ELL Volunteer Schools with high ELL population
October –June
Four SWS/ELL 4 schools X 4 teachers X 4 days
Area of inquiry determined by group
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APPENDIX B
TCDSB 7-12 Literacy Professional Learning Plan 2014-2015
TCDSB 7 - 12 LITERACY PROFESSIONAL LEARNING PLAN
2014 - 2015 Goals Initiative/Subject Details Grades # Schools # Teachers # Days Responsibility Time Lines
Support schools develop literacy
plan
Data Review for Literacy Teams
Schools divided over three days
Schools select one of the three days to attend
Literacy Leads, Special Education Department Heads, one other staff and an Administrator
9 – 12 33 3 per school 100 Student Success Literacy Team
September
Days to help schools
implement literacy plan
Support for local Literacy Teams
Meet with local school Literacy Teams to provide support that is targeted to local needs
Work with teams to create and implement a plan for literacy
9 - 12 33 As required Up to 12 per
school
Local School with assistance from Central Team as needed
Ongoing
Support Administration
of OSSLT
Teachers supporting OSSLT administration
Release days to support local school communities
9 - 12 33 As required Up to 3 per
school 3 x 33 =
99
Local School March
Provide literacy based
professional learning
Literacy Conference for English Teachers
Schools attend one day
Focus on the reading /writing workshop in English (student choice, engagement, etc.)
9 - 12 33 5 per school Up to 5 per
school 5 x 33 =
165
Student Success Literacy Team
-guest speakers
October
Share cross curricular writing
strategies
Stepping Out Writing Teachers attend by department, once in Mar and once in Apr
English, CWS and Science departments, Literacy Lead and Spec Ed teacher
9 - 12 6 (only remaining
schools who have not received resource)
4 per school 4 x 6 = 24
24 X 2 = 48
Student Success Literacy Team
March/April
Improve student learning and
engagement by providing
responsive and intentional
teaching through inquiry
Literacy Collaborative Inquiry(focus on applied
level)
4 days per team (each school 2 – 4 teachers)
3 days full session – 1 day @ school (co-planning, teaching and reflecting)
Central support with analyzing student artefacts
9 – 10 (but
senior grades
also welcome
Voluntary 4 per school Approx. 60
teachers total
240 (i.e. max
of 60 teachers X 4 days)
Student Success Literacy
Team/Research Department
Nov/Dec/Feb
Develop cross panel learning conversations
Grade 7 – 9 Literacy Learning Series, focus on
Collaborative Inquiry
Teachers sign up for three part series to engage in job embedded Professional Learning
7 - 9 Depends Depends 30 (teach) x 4 (days)
Student Success Literacy Team Collaboration
Mar/Apr/ May
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APPENDIX B
TCDSB 7-12 Literacy Professional Learning Plan 2014-2015
September 2014
through educator inquiry
Topics developed based on needs identified by our teachers last year (exit slips, feedback forms)
Literacy, AICT, Arts, FNMI etc…
= 120 120 X 3
=(sessions)= 360
with other curriculum areas (Arts, Religion,
21C)
Continue Insignia (ILS) roll out
Library: Learning Commons
Professional learning and networking for elementary library technicians
7 - 8 133 Elementary
Schools
One 133 Insignia personnel (ICT) Coordinator
Aug/Sept Refresher in
Oct
Self-Selected PD Reading for the Love of It Provide release day for one teacher from each elementary and two teachers from each secondary school to attend
Conference cost also covered
9 - 12 All schools Two per secondary
66 Conference Feb
Ongoing co-learning with literacy teams
Literacy Leads Meetings Share strategies and MOET updates, focus on previously eligible students
Monitor literacy plan implementation
Review adaptive technology
9 - 11 All Schools One or two 66 Student Success Literacy Team
Oct/Dec/Feb/May/
Ongoing co-learning with department
heads
English Department Heads Meetings
follow up with areas of focus (e.g. as decided at department heads conference)
discuss issues and concerns
learning skills focus
9 - 12 All Schools one 33 Student Success Literacy Team
Dec/Apr/May
(plus dept heads sym)
Ongoing co-learning with
teacher librarians
Teacher Librarian Meetings follow up on topics of interest as generated by teacher librarians
delve deeper onto “Learning Commons” OLA document
All Schools one 33 Coordinator Oct/Feb/Apr/May
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TCDSB 7 - 12 Mathematics Professional Learning Plan 2014-2015
Appendix C
TCDSB 7 - 12 MATHEMATICS PROFESSIONAL LEARNING PLAN
2014 - 2015
Goals Initiative/ Subject
Details
Grades
# Schools
# Teachers
# Days
Responsibility
Time Lines
Develop understanding of mathematics program planning and instruction in relation to Ontario mathematics curriculum, EQAO assessment practices and board improvement goals, like LG, SC, DF
Math Orientation Orientation for teachers - New to the Grade 7 and 8 - EQAO Grade 9 applied (2 sessions*) - Pre-Applied Grade 9 Course
Gr 7,8 Gr9 App
N/A 32
30 + 30+ x 2 60+5
1 day x 30 + 2 days x 30 + 1 day x 60 1 day x 5 = 155 days
Math Coord Math RT SS Math Coach Writing Team (5 teachers)
Oct 2014*
Nov 2014
Feb 2015*
Develop math content and pedagogical knowledge in relation to analysis and monitoring of student learning and achievement using inquiry/study, co-teaching and public research lessons
Math Study Group
Collaborative inquiry/study sessions with 1 local study sessions (public research) with MRT follow-up in schools for math focused SSI groups
Gr7 and 8
8 schools
20 teachers x 2 groups = 40 teachers
40teachers x 4 days = 160 days
Math Coord Math RT SS Math Coach
Jan 2015 to May 2015
Develop math content and pedagogical knowledge in relation to analysis and monitoring of student learning and achievement using inquiry/study, co-teaching and public research lessons
Math Study Group
Collaborative inquiry/study sessions with 2 local study sessions (public research) with MRT follow-up in schools for math focused SSI groups
SSI Gr 9 app
8 schools
24 teachers
4 days x 24 teachers = 96 days
Math Coord Math RT SS Math Coach
Nov 2014 March,
May 2015
Investigate, study math content, implement related instructional strategies and analyse and monitor its impact on student learning and achievement; Summarize results of study and analysis in a curriculum
Math Working Group
5 monthly sessions, focused on shared topic - Flipped Classroom
Gr 7, 8, and/or 9
8 schools
10 teachers
10 teachers x 4 days = 40 days
Math Coord Math RT SS Math Coach
Sept 2014 to June
2015
Page 46 of 85
TCDSB 7 - 12 Mathematics Professional Learning Plan 2014-2015
resource document
Develop strategies for using Knowledgehook web-based program for student self-directed learning and classroom instruction
Knowledgehook Learning/Practice/ Monitoring Math Software System Wide Implementation
student and teacher use of web-based self-directed learning, practice and assessment program designed using gaming principles (follow to Gr9app use in 2013-2014)
Gr 9 applied
32 schools
3 teachers per schools
3 days x 10 schools x 3 teachers = 90 days 2 days x 22 schools x 3 teachers = 132 days
Math Coord Math RT SS Coaches
Oct, Nov 2014 Feb 2015
Develop math content and pedagogical knowledge in relation to analysis and monitoring of student learning
Whole Math Dept Learning Sessions
School Math Dept self-identified learning focus
Gr9 to 12
32 schools
7 teachers x 32 schools = 224 teachers
224 teachers x 3 days = 672 days
Math Coord Math RT SS Coaches
Oct , Dec 2014
April 2015
Develop math content and pedagogical knowledge in relation to analysis and monitoring of student learning and achievement
Focused Learning Sessions
-3 monthly sessions, PAL sign-up, focused on hot topics of interest - Learning Trajectories - Mental Math Strategies - Differentiating Math Intervention (Leaps and Bounds) - Learning Goal, Success Criteria and Descriptive Feedback - Learning and Teaching Math Through Problem Solving - Learning Skills in Mathematics - Grade 7 and Common Math Assessments - Bansho (Board-Writing)
Gr 7, 8 9 and/or 10
NA 25 teachers per session
25 teachers x 8 sessions x 3 days = 600 days
Math Coord Math RT SS Coach
Oct 2014 to May 2015
Develop math content and pedagogical knowledge in relation to analysis and monitoring of student learning and achievement using inquiry/ study
After School Sessions
Learning focus identified by host school
Gr 7, 8 4 schools x 4 regions = 16 schools
25 teachers per session
NA Math Coord Math RT SS Coach
Nov 2014 to April
2015
Page 47 of 85
TCDSB 7 - 12 Mathematics Professional Learning Plan 2014-2015
Develop math content knowledge
Math Concept Study Group
Studying mathematics content deeply using math concept study processes and strategies (2 teachers per each grade) from Kindergarten to Grade 12
Gr 7 to 12
6 schools
2 teachers per grade x 7 schools =13 teachers
7 days x 12 teachers = 84 days
Math Coord Math RT
Oct 2014 to June 2015
Develop math content pedagogical strategies, leadership strategies
Math Heads Meetings
Learning Skills and leadership professional learning
Secondary
32 schools
1 teacher per school
1 day x 32 teachers = 32 days
Math Coord Math RT SS Math Coach
Sept 2014 Feb, May
2015
Develop math content and pedagogical knowledge
OAME Local Conference Toronto
educator self-selected mathematics learning sessions (after school)
Gr9-12 32 schools
2 teachers x 32 schools = 336 teachers
none registration fees
Math Coord Math RT
Oct 2014
Develop math content and pedagogical knowledge
OAME Provincial Conference, Toronto
educator self-selected mathematics learning sessions (full day)
Gr7,8 Gr9-10
168 schools 32 school
1 teacher x 200 schools = 168 teachers 3 teachers x 32 schools = 96 teachers
none registration fees 200 teachers 1 day x 96 teachers = 96 teachers
Math Coord Math RT
May 2015
Develop math content and pedagogical knowledge
Math AQ and ABQ Courses
-partial subsidization of ABQ Intermediate Math course developed by TCDSB Math Dept
Gr 7 to 10
N/A 15 teachers
none cost of tuition
Math Coord Sept 2014 to July 2015
Develop math content and pedagogical knowledge
Teacher Resources and student learning materials
Gr7 to 9
N/A N/A
Page 48 of 85
APPENDIX D
TCDSB 7-12 Pathways Professional Learning Plan 2014-2015
TCDSB 7 - 12 Pathways PROFESSIONAL LEARNING PLAN
2014 - 2015 Goals Initiative/Subject Details Grades # Schools # Teachers # Days Responsibility Time Lines
Increase number of SHSM programs across TCDSB schools
Support for potential new SHSM applications
Meet with school teams to increase capacity for preparing a school application for a new SHSM program including local coaching meetings
11, 12 8-12 3 per school 1 SHSM team Sept-December
Increase capacity for SHSM implementation of approved first year programs
1) SHSM planning day for newly approved programs
School teams work through an implementation planning template to ensure that all elements of SHSM deliverables are put in place for following year
11, 12 8-12 3 per school 1 SHSM team May
2) New lead teachers symposia
Generally ministry-run and supported - 11,12 8-12 2 per school 3 SHSM team May
Increase capacity for implementation of existing SHSM programs
1) SHSM symposium for all existing programs
Full day learning session; sharing of best practices ; Capacity building co-learning activities; Team-building opportunities to support cohesion within school teams
11,12 26 3 per school 1 SHSM team September
2) SHSM: Ongoing, school based team meetings
School-embedded review and support meetings aimed at building capacity and sustainability
11, 12 28 112 1 SHSM team Sept-June
3) SHSM: CLA implementation exploration and workshops
Contextualized Learning Activity support-exploration of meaningful CLA opportunities around the greater GTA area
11,12 28 112 1 SHSM team October-May
Support professional learning in guidance departments
1) Guidance Professional Learning/Trillium Training for teachers new to guidance
Joint efforts with Pathways and Trillium team to help build capacity in teachers new to the guidance role
9-12 10 6-12 yearly 3 Guidance Resource Teacher
June, Sept, Oct
2) On-going learning with Guidance Department Heads
Areas of focus; issues of concern; Trillium compliance; co-development of implementation plans for CPS
9-12 33 1 per school 8 half days
Guidance Resource teacher
October-May (8 mtgs)
3) Optional PAL sessions for counselors interested in building capacity in the role
Areas of focus: aspects of the guidance role-transcript review; Credit Counselling Summaries; credit substitutions;
9-12 33 25 3 half days
Guidance Resource teacher
Page 49 of 85
APPENDIX D
TCDSB 7-12 Pathways Professional Learning Plan 2014-2015
Implementation of CPS Program and policy
1) Pathways -Gr 10 Professional learning and sharing day for teachers of Career Studies (GLC2O)
10 33 50 1 Pathways team October
2) Pathways-Gr 7 Full day session for all grade 7 teachers: Implementation of IPP as well as Learning Skills and Work habits
7 All elementary schools
200 1
Pathways Team
October
3) Pathways-Gr 8 Post-secondary exploration days-Apprenticeship, Colleges (including applied degrees) transfer Ontario to assist Gr 8 teachers with implementation of IPP
8 Offered to elementary schools
100
1 Pathways Team May
4) My Blueprint learning sessions for school teams in preparation of on-line course selection
School counselors, administrators, student success, special education and interested librarians to build capacity in supporting students with online course selections and educational plans Concentration on myBlueprint counselling tools
9-12 32 100-150 3 Guidance Resource teacher
Nov-Dec
Implementation of Student Success strategy
1) Professional Development Days for Credit Recovery teachers
One credit recovery teacher from each school to engage in differentiated professional learning and sharing of promising practices
9-12 33 1 per school 2 Student Success
Resource Teacher
September and February
2) Professional Development Days for Student Success Team leaders from each secondary school
One student success teacher from each school—sharing of best practices and ministry updates with a focus on students at risk of not graduating
9-12 33 1 per school 4 Student Success
Resource Teacher
September, January,
March, May
Expansion of cooperative education programs including awareness for OYAP and Dual credit
1) Cooperative Education Sessions –opening year workshops
Two-day conference; sessions sharing best practices and ministry and sector updates including OSBIE, Ministry of Labour
11, 12 32 40-60 2 Co-op and OYAP Resource
Teachers
September
2) Support for use of Cardinal Management system
Cardinal Management system updates 11, 12 All secondary
schools
40-60 1 Co-op resource teacher
November
3) Co-op writer work sessions
Support workshops aimed at increasing teacher capacity and fluency with Co-op Writer
11,12 All secondary
schools
20-40 2 Co-op resource teacher
October-March
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APPENDIX D
TCDSB 7-12 Pathways Professional Learning Plan 2014-2015
4) OYAP Lunch and Learn (professional learning sessions)
Raising awareness about reach-ahead and apprenticeship opportunities within co-op, guidance and technological education teachers
11, 12 All secondary
schools
50 3 OYAP resource teacher
November-May
5) On-going learning with cooperative education teachers
Areas of focus; issues of concern; sharing practices about implementation of 6 necessary elements of cooperative education programs
11,12 32 50 4 half days
Co-op resource teacher
Sept-May
Support for technological education and other non-traditional progams
1) Professional learning and sharing opportunities for teachers of Technological education
Concentration on safety and application of transferrable skills Support for sharing of successful practices
9-12 32 1 per school 4 half days
Technological education resource teacher
October-May
2) Apprenticeship Teacher Forum
Professional learning about apprenticeship and benefits of non-traditional destination pathways
9-12 Offered to all schools
25 1 OYAP/Co-op/ Technological
Resource Teachers
October
Self-selected PD Professional learning within provincial conference: OSCA
Conference registration for one teacher/counselor from each secondary school and all elementary counsellors
7-12 50 1 per school and 16
elementary counsellors
3 Coordinator November
Professional learning within provincial conference: OCEA
Conference registration for one co-operative education teacher from each secondary school
11-12 32 1 per school 3 Coordinator April
Professional learning within provincial conference: OCTE
Affiliation with OCTE allows for participation of Technological Educators at provincial conference
9-12 33 1 per school 3 Coordinator Spring
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TCDSB K - 6 Early Years Professional Learning Plan 2014-2015
APPENDIX E
EARLY YEARS PROFESSIONAL LEARNING PLAN 2014 - 2015
Goals
Initiative/ Subject
Details
Grades
# Schools
# Teachers
# Days
Responsibility
Time Lines
CONTINUITY OF EARLY YEARS PROGRAM AND BUILDING COHERENCE KINDERGARTEN TO GRADE 2
Early Years School Guided Team Planning A guided team planning opportunity to support the planning by all early learning teams as they begin a new school year.
As an important member of the E.Y. team, the principal along with the kindergarten educators, will participate together in the day’s planned activities. Principals will facilitate their team’s capacity building at their respective schools. Teams are to select a guiding principle and resources from the framework provided, to support the conversations and activities. Teams must submit a brief outline and access an on-line survey in order to respond to the reflection questions provided.
FDK SK/Gr.1 PFLC B&A Programs
All schools Years 1-5
407 teachers 407 DECEs 55 SK/Gr.1 teachers
462 407 (DECE)
Principal and local teams
Day decided locally September 22
nd to
October 17
th
inclusive
CONTINUITY OF EARLY YEARS PROGRAM AND BUILDING COHERENCE KINDERGARTEN TO GRADE 2
Part #2 Orientation for staff new to Full Day Early Learning Kindergarten
Session will provide opportunities to: *examine the importance of “teams in action” *self-regulation *re-think play as a vehicle for learning *documentation as assessment *network with colleagues
New FDK SK/Gr. 1 PFLC
Year 5 and new to FDK Years 1 - 4
140 teachers 120 DECEs 40 SK/Gr.1 teachers (estimate)
180 120 (DECE)
The Early Learning Resource Team
October 7,8,9,15,16
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TCDSB K - 6 Early Years Professional Learning Plan 2014-2015
CONTINUITY OF EARLY YEARS PROGRAM AND BUILDING COHERENCE KINDERGARTEN TO GRADE 2
Autism Training Strategies to support students on the Autism Spectrum. Early Identification and Intervention.
FDK Self –selected Board-wide
FDK teams (15 teachers, 15 DECEs) *3 sessions
45 45 (DECE)
Autism Resource Staff in collaboration with Early Learning
October 7, 15 & 21
CONTINUITY OF EARLY YEARS PROGRAM AND BUILDING COHERENCE KINDERGARTEN TO GRADE 2
FDK/Health & Physical Education
Strategies to support: *HPE specialist model *FDK program overview *Flow of the day *activities, assessments, resources
HPE/ FDK Specialists
Self-selected Board -wide
41 Specialists
41 HPE Resource teacher and former PLN teacher/ facilitator
October 7
BUILDING UNDERSTANDING OF INQUIRY – THEORY INTO ACTION
Theory to Action: A Professional Series (T.A.P.S.)
Building Our Understanding of Inquiry This PLC series will delve deeper into inquiry and what it means to take an inquiry stance. What does inquiry and experiential learning look like in K, Grade 1 or Grade 2? Goal: to build continuity of learning and teaching strategies.
FDK Grade 1 & Grade 2
Years 1-5
15 teachers 6 DECEs *6 sessions
90 36 (DECE)
Early Learning Resource Team in collaboration with Andrea Cousineau from the Jackman Institute
Nov. 19 December to April
BUILDING UNDERSTANDING OF INQUIRY – THEORY INTO ACTION
TCDSB and DPCDSB (Cross Board Series) Year 2 collaboration
This collaborative inquiry will provide educator teams the opportunity to explore deeper the needs and questions that best reflect their learning spaces. Facilitators will highlight big ideas that arise from the group. These sessions will be collaboration between TCDSB and Dufferin Peel Catholic SB
FDK Grade 1 & Grade 2
Years 1-4
4 teachers 4 DECEs *4 sessions
16 16 (DECE)
Early Learning Program/ Resource Leads
TBD in collaboration with DPCDSB
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TCDSB K - 6 Early Years Professional Learning Plan 2014-2015
BUILDING UNDERSTANDING OF INQUIRY – THEORY INTO ACTION
Evergreen Brick Works Conference
“All Hands in the Dirt” This 2 day annual professional’s forum explores new ideas and innovations in children’s outdoor learning spaces in conversation with international/national leaders in the fields of school ground design and programming. Participants will engage in hands-on learning and knowledge sharing; walk away with concrete tools and inspiration for connecting children to nature.
Early Learning Teams
Years 1-4 By invitation
14 teachers 3 DECEs 5 Program Leads plus including Registration fees
14 3 (DECE)
Facilitated by Evergreen’s education and design experts
October 24 (code) & 25
DEVELOPING SUPPORTS FOR INDEPENDENT LEARNING
Mental Health and Well Being Kindergarten Training Session in collaboration with ETFO
The day-long training for FDK teams will provide support and tools to recognize, reduce and manage stress in the lives of children. Participants will also learn the importance of managing their stress and their role in modelling positive coping strategies in the classroom. The session will address the importance of self-regulation and is directly linked to the Ontario curriculum.
FDK Teams Year 5 15 teachers 15 DECEs
Anne Murray, Program Manager from The Psychology Foundation of Canada
October 22
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TCDSB K - 6 Early Years Professional Learning Plan 2014-2015
CONTINUITY OF EARLY YEARS PROGRAM AND BUILDING COHERENCE KINDERGARTEN TO GRADE 3 *BUILDING UNDERSTANDING OF INQUIRY – THEORY INTO ACTION
Kindergarten to Gr.3 Literacy and Inquiry Series
A collaborative professional learning series that will explore the impact of inquiry on student learning across the grades with a focus on the literate learner.
FDK to Grade 3 (must include the SK/Gr.1)
One school per area (total 8)
5 teachers 1 DECE *4 sessions
160 32 (DECE)
Early Learning and Literacy Teams
TBD
*CONTINUITY OF EARLY YEARS PROGRAM AND BUILDING COHERENCE KINDERGARTEN TO GRADE 2 *BUILDING UNDERSTANDING OF INQUIRY – THEORY INTO ACTION
Math Inquiry A collaborative inquiry that will provide opportunities where educators, through hands-on learning experiences deepen their understanding of mathematics, taking theory into action in the early years.
FDK teams Years 1-5 15 teachers 15 DECEs *3 sessions
45 45 (DECE)
Early Learning and Numeracy Teams
TBD
CONTINUITY OF EARLY YEARS PROGRAM AND BUILDING COHERENCE KINDERGARTEN TO GRADE 2
NTIP Kindergarten Program
Understanding the program tenets of full day early learning kindergarten
NTIP K teachers
System -wide
TBD 1 full day code
Early Learning Resource staff; NTIP
October January
DEVELOPING SUPPORTS FOR INDEPENDENT LEARNING
Learning Modules KMODS
On-line modules reflecting different principles of FDK, will be made available to educators/administrators for the independent professional learning. Modules will be accessible via the portal.
Years 1-5 *Educators *Administrators *Specialists
System -wide
Open Codes not required
Early Learning Resource Staff
Regular series TBD
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TCDSB K - 6 Early Years Professional Learning Plan 2014-2015
DEVELOPING SUPPORTS FOR INDEPENDENT LEARNING
C.I.A.O. Café Collaborative Interactive, Afterschool Opportunities
This after school Webinar series presented by FDK educators, will offer interactive and informative clinics for educators interested in learning. Modules will be accessible via the portal. *Blogging *Instagram: Engaging Families in Real Time *Twitter: A Communication and Professional Learning Tool *SKYPE: Communicating and Connecting To World Communities *Tools of Documentation: Exploring Apps that Capture Learning
K to 3
System - wide
Open Codes not require
Early Learning Resource Staff, FDK Educators
Winter 2015 1 session per month *6 sessions TBD
CONTINUITY OF EARLY YEARS PROGRAM AND BUILDING COHERENCE KINDERGARTEN TO GRADE 2
(A) Inspiring Spaces: Environment as Third Teacher
One day session will examine the learning environment as third teacher. Educators will visit a learning space and then debrief. Opportunity will be provided to teams to transfer the learning to their own spaces. 3 separate sessions
FDK Year 5 schools
FDK Teams (teacher and DECE) *15 different teams for each day (3 sessions)
15 teachers X 3 sessions = 45 and 15 DECEs X 3 sessions = 45
Early Learning Team and the team facilitators --EME group members (Educators Mentoring Educators
Late Fall/Winter
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TCDSB K - 6 Early Years Professional Learning Plan 2014-2015
CONTINUITY OF EARLY YEARS PROGRAM AND BUILDING COHERENCE KINDERGARTEN TO GRADE 2
(B) Inspiring Spaces: Environment as Third Teacher / EME Support (Educators Mentoring Educators)
**Sessions A & B will operate in tandem as one supports the other.
The EME group will participate in two professional development sessions. The first session will be to prepare for the “Inspiring Space” visit by other educator teams (see above). The second session will be time allocated for the visits to their spaces by Year 5 teams. The third session will occur after the visit, to reconnect as the EME group, to debrief and set goals moving forward.
FDK Mentors
System-Wide
FDK Teams 8 teachers X 3 sessions = 24 And 8 DECEs X 3 sessions =24
Early learning Team and the EME facilitators
Late Fall/Winter
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