Math CAMPPP 2010: Session #1: The Big Ideas of Leadership Leadership
MO 20 min
A 60 min
C/D 10 min
90 min
Math Learning Goals build awareness of various leadership frameworks and explore the
interconnections between them
further develop facilitation skills using coaching moves question stems
Materials PPT L1
BLM L1.1, 2
BLM L.3-L.5 – one
copy per small group
BLM L.1.6 - 7 – one
copy/participant
Chart paper
Scissors, glue, tape,
markers, sticky notes
Individual Appointment Cards (included below)
Using BLM L1.2, have participants identify unique partners for their appointment
card as they do the four corners.
Whole Group Four Corners and Share (15 min) Participants move to the corner with the picture (BLM L1.1) that best describes
school / board improvement planning
School / Board Improvement Planning is like…rainbow, cave, bowling lanes, jigsaw
puzzle. Participants share in triads at each corner. Volunteers from each corner then
share with the whole group.
Whole Group Norms and Goals (5 min) Share norms and goals with group. Encourage revisions / additions / deletions.
Stickers on nametags for role
Cabin leader – like role
Swim partner – admin &
teacher leader
Cabin buddies – different
roles
Campfire friends
Minds On… 20 mins
Triads (Home Group) Concept Map (40 min) In their Cabin Buddies group, provide participants with an overview of the three
leadership frameworks that will be used throughout the series. Using BLM L.1.3 –
L.1.5, participants create a concept map. Participants anotate connections between
the framework, think alouds, etc and use post-it notes to record any reflective
questions that arise during this activity. This will be revisited numerous times over
the course of the sessions, so it is not intended to be completed in this portion of the
session. Use the following prompts to elicit reflection:
Where did your group start?
Which part(s) of your map supported you in making connections to the work
you are currently involved in?
Which part(s) of your map supported you in reflecting on new areas of math
leadership to explore?
Triad Pairs Facilitated Discussion and Observation Share (20 min) [omitted due to time] Triad 1 presents their concept map. Pairs from triad 2 use coaching moves question
stems from BLM L.1.6 to elicit reflection of current thinking of concept map.
Observer from triad 2 listens to dialogue and records evidence of use of question
stems. Triad 1 refines concept map and/or records additional annotations based on
dialogue. Triads switch roles and repeat. Each observer shares evidence of question
stems used and how they inspired further reflection on the part of triad presenters.
Copy each BLM on a
different colour. Provide
participants with scissors to
cut pieces of the framework
that are appropriate for their
concept map, as well as,
glue, tape, markers.
Participants should use
coaching question stems that
are appropriate for facilitated
discussion.
Action! 60 mins
Whole Group Dialogue (5 min) [revised due to time] Debrief facilitated discussion. Participants share revelations based on use of
coaching moves question stems to elicit reflection focused on concept map, and
consider other situations where question stems could be used.
Use the following prompts to elicit reflection:
Which question stems did you use? Why?
As the facilitator / presenters, what did you find valuable / challenging about
the question stems?
As the observer, what insights did you gain from this facilitated discussion?
Individual Exit Card (5 min) Participants complete BLM L.1.7.
AforL
Address questions from Exit
Card during Session 2
Consolidate Debrief 10 mins
Home Activity or Further Classroom Consolidation
BML L.1.3 Five Core Leadership Capacities (Excerpt) Ontario Leadership Strategy, Bulletin #1 (Fall 2009)
Indicator Stage 1 Leaders Stage 2 Leaders Stage 3 Leaders
1. Every teacher
implements the
[provincial] curriculum
and uses instructional
resources that are
coherent and reflect [the
intention of the Ontario
curriculum].
Develop and apply knowledge of [the
provincial] curriculum.
Recognize, understand,
and model the connection
between the coherence and
focus of the [Ontario Curriculum] to effective
instruction and
achievement.
Engage teachers and collaboratively develop
[mathematics programs] consistent with [the
provincial curriculum].
Ensure coherent and
consistent implementation of the curriculum by all
teachers.
Ensure coherent implementation and
ongoing review by district, regional, or provincial
stakeholders for the
alignment of [the provincial] curriculum and
assessments.
2. Every teacher
implements a
curriculum that is
focused on relevant
and meaningful
mathematics.
Develop awareness of, understand, and model the
rationale, characteristics, and qualities of
meaningful, relevant, and
important mathematics.
Develop an awareness of and model the applications
and connections within
mathematics and other content areas.
Engage teachers and teacher teams in
developing and implementing meaningful
and relevant mathematics
for each course or grade
level.
Ensure the collective analysis and continuous
systemic improvement of the implemented
curriculum.
3. Every teacher
implements the
intended curriculum
with needed
intervention and
makes certain it is
attained by every
student.
Examine and model the congruence among the
intended curriculum, the implemented curriculum,
and the attained
curriculum.
Engage teachers and teacher team in identifying
and acting on inconsistencies among the
intended, implemented,
and attained curriculum.
Engage teachers and teacher teams in
developing and
implementing vertically aligned curriculum.
Ensure congruence between the [intended] and
implemented curriculum through the [system].
Participate in the systemic development,
implementation, and student attainment of a
well-articulated, rigorous,
and coherent preK-12 mathematics [program].
Curriculum Leadership Principle 3: Ensure relevant and meaningful mathematics in every lesson.
[Adapted to reflect the Ontario context]
BLM L.1.5: School Improvement Plan Template (blank)
Current Status and Context
[Needs Assessment] What data has informed
decision making? (EQAO, SDW, Report Cards, etc.)
S.M.A.R.T. SCHOOL GOAL
This goal is specific measurable, attainable, realistic
and time-bound.
Targeted, Evidence-Based Strategies /
[Actions] We will plan and implement
these strategies to achieve the goal.
Resources These human, financial and
material resources are needed to implement the strategies.
Professional Learning These capacity building
opportunities will be provided to support the goal.
Monitoring / Timelines
At these key points we will monitor the implementation
of the plan.
Responsibility Which staff will be responsible for planning, implementing and
monitoring the strategies?
BLM L.1.6: Coaching Moves Sentence Stems
Paraphrasing • Do I understand that …
• In other words …
• It sounds like …
Clarifying • What do you mean by …
• How will you know if …
• Is it always the case that …
• How is … same as/different
from …
Interpreting • What you are explaining might mean …
• Could it mean that …
• Is it possible that … could result from …
Probing Be aware that:
o Your colleague may not have an
immediate answer – take the time to
think.
o Your colleague will be prompted to
think more deeply about the focus of
the matter of the discussion.
Rationale:
o These help create a paradigm shift.
o These assist and empower your
colleague to develop professional
habits of mind.
o These prompt thinking to change from
reactive to reflective.
Probing (cont’d)
[Cut co-planning italics] • What is the big idea in …
• How does this lesson connect to …
• The goal of this activity is …
• What are some teacher / student
struggles …
• What action/question might …
• How will … be introduced?
• How will this action help them with …
• How will you know when teachers /
students …
[Cut co-debriefing italics]
• What would be some questions (open,
parallel) …
• What aspects of the lesson …
• At what point in the lesson …
• What might have happened if….
• In what way(s) would…
• How could you ensure that….
• What’s another way you might …
• What would it have looked like if….
• How do you know if the teachers /
students…
Instructing • Can I provide more information
on …
• Would you like me to provide a list
of …
• If you have not seen … would you like
me to …
• Research seems to show that …
• Some teachers find it helpful to …
From Math GAINS CAMPPP 2009 Focused Conversations with Critical Friends [Adapted]
BLM L.1.7: Exit Card
Day 1 - Exit Card 3 things I’ve learned during today’s session… 2 questions I still have about today’s session… 1 way I see today’s session impacting my work…
Day 1 - Exit Card 3 things I’ve learned during today’s session… 2 questions I still have about today’s session… 1 way I see today’s session impacting my work…