Leadership: Session #2C

Goals for Session

• Explore enabling structures, conditions and processes for using data and setting goals – Focus: Equity and Assessment Leadership

• Broaden the depth and breadth of data used for decision making

• Further develop facilitation skills – coaching moves question stems– conversation starters: using data and setting goals

• All ideas will be listened to carefully and responded to respectfully

• Everyone will have a voice• All questions and comments will be presented

with the intent to move the collective forward• Clarifying questions are welcome• Everyone will engage fully in the moment

Group Norms

7 Principles of Fierce Conversations• Master the courage to interrogate reality.

• Come out from behind yourself into the conversation and make it real.

• Be here, prepared to be nowhere else.

• Tackle your toughest challenge today.

• Obey your instincts.

• Take responsibility for your emotional wake.

• Let silence do the heavy lifting. Conversation Starters, page 22

PRIME Stages of LeadershipMinds On: A Focus on Assessment

PRIME Assessment Leadership• Review the PRIME

Assessment Leadership indicators and leadership action indicators for the three stages of leadership (BLM L.1.4).

• Identify the top three actions across the three Assessment Leadership Principles that you are currently engaged in as a leader.

• Place each red dot above a different action indicator. (We will create a bar graph.)

PRIME Assessment Leadership: Data Wall

PRIME Equity Leadership: Data Wall• Trends? • Questions? • Comments?

• We will revisit the data wall at the end of the day to consolidate our learning and consider next steps for leadership action.

Using Data and Setting GoalsAction: CASL, Analyzing IIR & ISD Question Data using TinkerPlots, Refining SIP / BIP

Paul’s QuiltEQAO Winter Assessment Grade 9 Applied 2005-2006, Question 2b [Adapted]

Paul’s grandmother is sewing a quilt for him. A quilt consists of pieces of fabric of different shapes sewn together.

b) Paul’s grandmother asks him to cut red and white pieces. Every 5 pieces in the quilt consist of 2 red pieces and 3 white pieces.If the quilt has a total of 60 pieces, how many pieces are there of each colour? Show your work.

Collaborative Analysis of Student Learning (CASL)• In groups of 4, work in pairs to

analyze 2 of 4 samples of student work from Paul’s Quilt [adapted] from BLM L.2C.2.

• Using BLM L.2C.3, analyze the samples through the lens of:– Mathematical thinking– Problem solving strategies

• Share your analysis with your group

Collaborative Analysis of Student Learning (CASL)• What might be your next step(s) when working

with teachers?

• Identify Assessment Leadership actions addressed (explicitly and implicitly) through this type of professional learning (BLM L.1.4).

• CASL using a broader range of data for decision making and monitoring.

EQAO IIR & ISD Data Analysis using TinkerPlots

SIP / BIP: Reflection and Refinement

• With your Swim Partner, examine your own SIP/BIP, then…

• Join another pair and engage in a facilitated dialogue – Pairs A use the conversation starters for Using Data

and Setting Goals (L2.2) – Pairs A engage Pairs B in reflection focused on

potential revisions / adjustments to their SIP/BIP.

• Pairs switch roles and repeat.

Equity and Assessment LeadershipConsolidation

PRIME Assessment Leadership: Data Wall• Revisit the PRIME Equity and Assessment

Leadership indicators and leadership actions for the three stages of leadership (BLM L.1.4).

• Place each of the following dots above a different action indicator.

PRIME Assessment Leadership: Data Wall• Use two sets of three green dots to identify

Equity leadership and Assessment Leadership actions that were explored during the sessions.

• Use two sets of three blue dots to identify

those actions which you wish to make happen in your school / board.

PRIME Equity Leadership: Data Wall

• Trends? • Questions? • Comments?

Creating a Map for Mathematics Leadership

With your Cabin Buddies… – Identify one member as the coach

– Coach uses the coaching question stems to evoke and expose further thinking / reflection of your group’s concept map.

– As a team, refine your concept map*, adding annotations that are appropriate, including additional insights gained from CAMPPP learning experiences and new connections made between the three frameworks.

*will be revisited numerous times over the course of the week.

Reflective Journal• How has my new learning shifted my thinking

related to…– PRIME Leadership Framework– 5 Core Leadership Capacities– School / Board Improvement Planning ?

• How will I bring this back to my school / board?

Evening Activity• Read: Hall and Simeral Continuum Charts