plmlc leadership series thunder bay region day 2
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PLMLCLeadership Series
Thunder Bay RegionDay 2
Brian Harrison, YRDSB
Connie Quadrini, YCDSB
Friday February 4th, 2011
Minds On
Give One, Get One• Jot down on an index card the most important idea from
yesterday• On signal, get up and find somebody• On signal, find a partner, share an important idea and
how it relates to • Paraphrase, paraphrase• Signal, trade card; mill around, find a new partner• Repeat• Then return to table and share new card with table
partners.
Series Learning Goal
• to synthesize and apply the 5 Core Leadership Capacities and Shared Leadership to improve mathematics instruction
Session Activities
• Explore evidence-based “practices” in mathematics and make connections to the 5 Core Leadership Capacities
• Refine Mathematics Learning Cycle Plan
Examining Current Research in Mathematics
• Research Summaries
1. CLIPS
2. Gap Closing
3. PRISM
4. CIIM
Research Jigsaw
1. Number off 1 through 4 at your home group.
2. Move to the appropriate location to review one of the research documents (20 min)
3. Return to your home group and provide a summary of the research (20 min)
4. Once the summaries are complete, discuss how your practices are aligned with the research. (20 mins)
Connecting to the Core Capacities
With your district partner, identify how you might refine your plan as a result of this research.
Use the 5 Core Capacities organizer to record your thinking. (10 mins)
Evidence-Based Practices in Mathematics
With your district partner, • select and review at least one of the following
evidence-based examples:– YCDSB SJB Map with video – Connie – SCDSB School story – Trish – YRDSB – Brian– AforL / CIIM Case Studies – Chris
• identify the elements that – parallel your work– would support your challenge / opportunity
Evidence-Based Practices in Mathematics
With your table group:• Share one “ah-ha” moment from the example
you reviewed and the implications for your challenge / opportunity
EDUGAINS
As you consider the ideas presented…
what do you now see as the most urgent student learning need in Mathematics in your
system / school?
How do you know?
What would happen if
nothing
changes?
How will you monitor progress towards
the urgent Mathematics learning need?
As long as classroom practice stays the same
student achievement
stays the sameimage
“Cultural” barriers to moving forward
Culture of Activity
Cultural Shift in Schools
from what we did……….to what we learned
Culture of Conservation
Imposter Syndrome
Fear of judgment
Culture of Niceness
Lead Knower instead of … Lead Learner
Impactful Leadership DimensionsPlanning, coordinating and evaluating teaching and
curriculum
Establishing goals and expectations
Acquiring strategic resources
Promoting and participating in teacher learning and development
Ensuring a safe and orderly environment
Impactful Leadership DimensionsPlanning, coordinating and evaluating teaching and
curriculum.34
Establishing goals and expectations .35
Acquiring strategic resources .34
Promoting and participating in teacher learning and development
.84
Ensuring a safe and orderly environment .27
posthole
A mile wide and an inch deep does not work
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