Preparing the Whole Learner 2013 Summer Institute Wednesday, August 14 th, 2013 4:00 – 5:30pm.
K-12 Summer Institute August, 2013 Day 1
description
Transcript of K-12 Summer Institute August, 2013 Day 1
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K-12 Summer Institute
August, 2013
Day 1
K-12 Summer Institute, 2013
The powerpoint for today and tomorrow can be downloaded from
sim.abel.yorku.caTo do: View the quotes Scan the article Know Thy Impact: Teaching, Learning and Leading.
Day 1:Setting the ContextThe School Effectiveness FrameworkPersonal Leadership Resources in the OLFGuest speaker – Paul ToughThe Resilient Student/The Resilient Leader
Placeholder for Mary Jean’s comments
Session Outcomes
Through working together to think about the deep implementation of the strategies in the BIPSA and SIP and to examine how the SEF and OLF support the work, school and system leaders will:deepen their knowledge and understanding of the revised School Effectiveness Framework and the Ontario Leadership Framework to support and inform their workunderstand how Personal Leadership Resources enhance and impact leadership, teaching and learninguse the SEF and OLF to inform monitoring and feedback related to needs/goals identified in the BIPSA and SIPUnderstand how student’s personal traits and resources impact leadership, teaching and learning.
Thinking Template
Setting the Context
School Effectiveness Framework, 2013
Component name changes: Student Voice is now Student Engagement Programs and Pathways is now Pathways
Planning and Programming
Student engagement, learning and well-being
Guides thinking and practice in classrooms and
schools
School Effectiveness Framework
School Effectiveness Framework, 2013
Stronger references to:
Student well-being
Culturally, relevant, responsive pedagogy
Metacognition
Self-regulation
Achievement Charts Instruction and Assessment are a seamless process Students and teachers are partners in the
teaching/learning process
School Effectiveness Framework
Select one component on which you would like to focus.
What is new?
What changes/refinements in practice does this revision imply?
How might a common understanding of this component and/or indicator be created among your school/district team(s)?
School Effectiveness Framework
Move to a table labelled with the colour of your component:
Assessment for, as and of Learning -
School and Classroom Leadership -
Student Engagement -
Curriculum, Teaching and Learning -
Pathways Planning and Programming -
Home, School and Community Partnerships -
red
yellow
green
pink
orange
blue
Building Team Knowledge
What is new?
What changes/refinements in practice does this revision imply?
How might a common understanding of this component and/or indicator be created among your school/district team(s)?
Personal Leadership Resources in the OLF 2012
Cognitive Resources
Social Resources
Psychological Resources
Two Especially Useful Personal Leadership Resources
Two New PLRs
Proactivity (a psychological resource)
Systems Thinking (a cognitive resource)
Proactivity
Being able to stimulate and effectively
manage change on a large scale
under complex circumstances
Showing initiative and perseverance in bringing
about meaningful change
Proactivity
Systems Thinking
Being able to understand the
dense, complex, and reciprocal
connections among different
elements of the organization
Having foresight to engage the organization in likely futures and consequences for action
Group Activity
How will you use the Personal Leadership Resources to support your school or board improvement
planning?
Independent Activity
What might you add to your own plan for personal learning to build your capacity in
one or both areas?
Lunch
Paul Tough
Ontario Context
Other jurisdictions may use different names for these skills; however, there is broad agreement both nationally and internationally that skills of this type (learning skills and work habits), by whatever name, are critically important to student success.
-Growing Success 2010, page 12
Ontario ContextK-12
Hidden Power of Character
Grit / PerseveranceZestSelf-control / Self disciplineOptimismGratitudeSocial IntelligenceCuriosityConscientiousness
Ontario’s Learning Skills & Work Habits Grades 1 to12
ResponsibilityIndependent workInitiative including curiosityOrganizationCollaboration including conflict resolutionSelf-regulation
Hidden Power of Character and the Ontario Context
Examining Data
Reflection and Discussion
Consider these options:
Question on thinking template:
How does the data collected about students’ learning skills and work habits inform our actions as school and system leaders?
Quotes selected from Paul Tough’s book,
How Children Succeed: Grit, Curiosity, and the Hidden Power of Character
The Resilient Learner
Refer to The SEF (K – 12) document, specifically:
Component 1, Assessment for, of and as Learning
Component 3, Student Engagement
Component 5, Pathways, Planning and Programming
Which indicators, in each of the components1,3 and 5, support educators in nurturing and enhancing the attributes that Paul Tough suggests foster success for students?How will this be reflected in practices at the:
- district,
- school and
- classroom
The Resilient Learner
The SEF (K – 12) supports educators in determining explicit, intentional and precise improvement planning decisions which inform monitoring and feedback for continuous improvement and future planning in relation to enhanced student learning, achievement and well being.
-The School Effectiveness Framework (K – 12) Page 3
The Resilient Leader
… resilient leaders take action that responds to new and ever-changing realities even as they maintain the essential operations of the organizations they lead.
-Reeves and Allison, 2009/10
The Resilient Leader
Read the article and note practices that are familiar to mebring new perspectivesneed further exploration
At the table Share what was noted in the articleDiscuss how personal resilience underpins the work of the principal and the superintendent in formulating the ‘intentional and precise’ decisions and actions that foster improved student learning, achievement and well-being.
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K-12 Summer Institute
August, 2013
Day 2
The Message from Paul Tough
Psychology, economics, education, and neuroscience – have revealed that there is in fact another ingredient that contributes to success even more so than a high IQ and impressive cognitive skills.
This factor includes the non-cognitive qualities of perseverance, conscientiousness, optimism, curiosity and self-discipline – all of which can be included under the general category of ‘character’.
Placeholder for Recap of Day 1
Download from sim.abel.yorku.ca
Goleman – Social Intelligence
…Leading effectively is, in other words, less about mastering situations – or even mastering social skill sets – than about developing a genuine interest in talent and for fostering positive feelings in the people whose cooperation and support you need
-Goleman
My Social Intelligence …
Making Connections
Moving to Improvement Planning
How does Social Intelligence capacity enhance/influence your work in supporting
your BIPSA/SIP?
School Effectiveness Framework - Principles
Personalization
Professional Learning
Precision
School Effectiveness FrameworkMulti-level Action
Personalization
Professional Learning
Precision
System Leader
School Leader
Teacher
Student
Improvement Planning and School Self- Assessment
Improvement Planning and School Self-Assessment
This activity is designed to:
Consolidate learning from Day 1 (Revised SEF and OLF)
Offer a process for o school self-assessmento monitoring the impact of instructional and
leadership practice on student achievement
Improvement Planning - School Self-Assessment
Multi-role table groups – Discuss:
Student learning needs
One SEF Component and Indicator
Evidence of indicator
Teacher learning need – where
there is limited evidence
Leadership and Support
Improvement Planning - Monitoring and Feedback
Monitoring and Providing Feedback
What is Monitoring?
Monitoring is the ongoing gathering, reviewing and assessing of information to track and document progress towards achieving results and goals.
-Adapted from M. Patton
Utilization Focused Evaluation
Monitoring is …Explicit and intentionalLinked to criteria for successDeveloped during planning for implementation
What is Evidence?
In order to measure progress towards goals and provide a framework for giving constructive and focused feedback it is necessary to collect and consider a variety of evidence to illustrate the impact of planning and implementation.
Evidence of impact may be collected through:ObservationDiscussion and dialogueProduct
What is Feedback?
Providing and receiving feedback “focuses on strengthening … practices and competencies to challenge current practices and foster innovation through conversation, to listen and act on feedback, and to provide feedback that will lead to improvements in student achievement and well-being …”
-Ontario Leadership Framework
Effective feedback is …TimelyDescriptive of the workPositiveClear, specific and goal-orientedOngoingDifferentiated
Monitoring and Feedback
Rethinking Scale: Moving Beyond Numbers to Deep and Lasting Change
Cynthia Coburn
Four Dimensions of Scale:
depthsustainabilityspread ownership
Delving into the Four Dimensions of Scale
DepthHow will you achieve depth? What evidence might you have?
SustainabilityWhat needs to be put in place in order for sustainability to occur and be ensured?
Spread What evidence might affirm that spread is occurring?
Ownership How will you know that all staff have taken ownership?
Building Alignment and Coherence
In discussion and planning, consider how the:
SEF
OLF Hidden Power of Character (presented by Paul Tough)
Learning Skills and Work Habits (Growing Success)
might collectively impact your planning and level of learning for the upcoming year bringing your work to scale in its fullest sense.
Moving Forward…
What seeds related to scale can be planted today moving forward your improvement planning
processes for the upcoming year?
Levels of Learning
-adapted from the work of Steven Katz
Lunch
Panel
Leadership is not a solo act; it's a team performance. Collaboration is a social imperative. Without it people can't get extraordinary things done in organizations.
-J. Kouzes & B. Posner (2003)
Panelists
Reflecting on the Panel Sharing
Next Steps…
What seeds have been planted throughout the two days related to your improvement planning processes
for the coming year?
What supports will be needed?
Feedback