PLMLCLeadership Series

Thunder Bay RegionDay 1

Brian Harrison, YRDSB

Connie Quadrini, YCDSB

Thursday February 3rd, 2011

Interactive Session Activity

• Make connections between the 5 Core Leadership Capacities and Board Improvement Planning

Connecting to the Core CapacitiesIdentify conditions, processes and/or structures that enable increased student

achievement in mathematics. idea per sticky note.• Share with your group.• Pile them and look for themes and trends based on

Core Capacities• Using the 5 Core Capacities organizer, place piles in

the appropriate capacity.• Record one theme per pile on an 8.5x11” paper. Post

on wall Core Capacity organizer.

5 Core Capacities

Identify conditions, processes and/or structures that enable increased student achievement in

mathematics.

Group Share

Using Data

• Plan: – needs assessment– validation of goals

• Act: – communication of

motivation and rationale– sharing of context– indicators of success

• Observe: – qualitative data and

quantitative data– formal and informal

collection processes

• Reflect:– impact of influence– next steps – gaps in data considered,

goals established, actions

Conversation Starters - Data

From Ontario Public School Board Association http://www.opsba.org

Data DumpMetathink Document (Page 1)

Data DumpMetathink Document (Page 2)

What other data might we include?For elementary contexts:• Learning Skills and Work Habits• Report card marks

– compared by student to EQAO results– comparison of student achievement over time– mark distribution trends over grades/divisions

• Attendance data– who is absent, when, why

• Assessment data– board assessment tools

EQAO Results: Primary DivisionAssessment of Mathematics - Grade 3

57

6466

68 69 6870 71

2732 29 31

35 35 36 37

0

10

20

30

40

50

60

70

80

2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10

Assessment Year

Per

cen

tag

e o

f S

tud

ents

at

Lev

el 3

or

abo

ve

All Students Students with Special Education Needs (excl. Gifted)

EQAO Results: Primary DivisionAssessment Results for Students

with Special Education NeedsGrade 3

16

19 1821

2225 27 27

14 15 1619

20

37

40

45

27

3229

31

3535 36

37

0

5

10

15

20

25

30

35

40

45

50

2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10

Assessment Year

Per

cen

tag

e o

f S

tud

ents

at

Lev

el 3

or

abo

ve

Reading Writing Mathematics

EQAO Results: Junior DivisionAssessment of Mathematics - Grade 6

5357

60 6159

6163

61

18 2021 21 21

23 24 24

0

10

20

30

40

50

60

70

2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10

Assessment Year

Per

cen

tag

e o

f S

tud

ents

at

Lev

el 3

or

abo

ve

All Students Students with Special Education Needs (excl. Gifted)

EQAO Results: Junior DivisionAssessment Results for Students

with Special Education NeedsGrade 6

1617

19

2224 27

29

34

1211

14

17 17

28

28

31

18

2021

21 21

2324 24

0

5

10

15

20

25

30

35

2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10

Assessment Year

Per

cen

tag

e o

f S

tud

ents

at

Lev

el 3

or

abo

ve

Reading Writing Mathematics

Data Template

Visit #1 - Sept/Oct 2010Planning: What will we do?

1. Considering the Needs Assessment section of the Improvement Planning Assessment Tool, describe the process used for your board’s needs assessment?

2. How did the evidence used inform this plan? How was it used to 2. How did the evidence used inform this plan? How was it used to make the commitments / investments you have identified?make the commitments / investments you have identified?

3. How do your SMART goals represent the areas of greatest need for 3. How do your SMART goals represent the areas of greatest need for students? students?

4. How do the strategies leverage achievement of the SMART goals?5. What lessons did you learn from the monitoring process you had in

place last year? 6. Do you have questions, feedback or ideas related to the Board

Improvement Plan for Student Achievement?

Visit #2 – January, 2011Monitoring: How are we doing?

• Referring to Visit #2 questions, identify which of the 5 Core Leadership Capacities connect to the Monitoring questions provided.

• Group Share

Focused Discussion Groups • Choose a focused discussion

group based on the 5 Core Capacities.

• Referring to the Monitoring questions, identify which of the Core Leadership Capacity focus you have selected.

• Use the monitoring questions to guide your discussion with respect to mathematics.

• Visit one other capacity.

Focused Discussion Groups

• What challenges emerged during your discussion?

• What opportunities were presented?

The Instructional Core

The Seven Principles of the Instructional Core

Instructional Rounds in Education: A Network Approach to Improving Teaching and

Learning

by City, Elmore, Fiarman, Lee (2010)

Seven Principles of the Instructional Core

1. Increases in student learning occur only as a consequence of improvements in the level of content, teachers’ knowledge and skill, and student engagement.

2. If you change any single of the instructional core, you have to change the other two.

3. If you can’t see it in the core, it’s not there.

4. Task predicts performance.

Seven Principles of the Instructional Core

5. The real accountability system is the tasks that students are asked to do.

6. We learn to do the work by doing the work, not by telling other people to do the work, by having done the work sometime in the past, and not by hiring experts who can act as proxies for our knowledge about how to do the work.

7. Description before analysis, analysis before prediction, prediction before evaluation.

• Ensuring coherence between system planning and school improvement planning for mathematics begins with a needs assessment that takes into account school, administrator and teacher readiness and allows for differentiated entry into the cycle of planning and implementation.

PlanPlanAct Act

Observe Observe Reflect Reflect

Supporting the Instructional Core

Using the data/evidence:• examine student data and work to

identify areas of need• determine/access professional

learning in order to address areas of need and to differentiate to reach all

• co-plan, co-teach, co-assess• examine student data and work to

determine impact, lessons learned, next steps for student and educator learning

STUDENT LEARNING

TEACHER LEARNING

24

Professional Learning CycleMathematics Leadership Planning Cycle

SYSTEM LEARNING

Planning Time

Consider the mathematics challenge in your district 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?

Wrap-Up

• Using your web, record responses to:– How has my new learning shifted my thinking? – How will I implement this new learning back in my

board / school(s)?

Closing

• Questions?• Comments?