plmlc leadership series thunder bay region day 2
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PLMLC Leadership Series Thunder Bay Region Day 2. Brian Harrison, YRDSB Connie Quadrini, YCDSB Friday February 4 th , 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 - PowerPoint PPT PresentationTRANSCRIPT
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PLMLCLeadership Series
Thunder Bay RegionDay 2
Brian Harrison, YRDSB
Connie Quadrini, YCDSB
Friday February 4th, 2011
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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.
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Series Learning Goal
• to synthesize and apply the 5 Core Leadership Capacities and Shared Leadership to improve mathematics instruction
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Session Activities
• Explore evidence-based “practices” in mathematics and make connections to the 5 Core Leadership Capacities
• Refine Mathematics Learning Cycle Plan
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Examining Current Research in Mathematics
• Research Summaries
1. CLIPS
2. Gap Closing
3. PRISM
4. CIIM
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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)
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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)
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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
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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
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EDUGAINS
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As you consider the ideas presented…
what do you now see as the most urgent student learning need in Mathematics in your
system / school?
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How do you know?
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What would happen if
nothing
changes?
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How will you monitor progress towards
the urgent Mathematics learning need?
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As long as classroom practice stays the same
student achievement
stays the sameimage
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“Cultural” barriers to moving forward
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Culture of Activity
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Cultural Shift in Schools
from what we did……….to what we learned
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Culture of Conservation
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Imposter Syndrome
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Fear of judgment
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Culture of Niceness
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Lead Knower instead of … Lead Learner
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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
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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
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posthole
A mile wide and an inch deep does not work