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TCDSB PROFESSIONAL DEVELOPMENT PLAN

FOR CLASSROOM PRACTICIONERS

2014 - 2015

“Let the wise hear and increase in learning, and the one who

understands obtain guidance”

Proverbs 1:5

Created, Draft First Tabling Review

October 20, 2014 November 4, 2014 Click here to enter a date.

Dan Koenig, Superintendent of Curriculum and Accountability

Patrick Keyes, Superintendent of Student Success

Cristina Fernandes, Superintendent of Early Learning

INFORMATION REPORT

Vision:

At Toronto Catholic we transform the world

through witness, faith, innovation and action.

Mission:

The Toronto Catholic District School Board is an

inclusive learning community rooted in the love of

Christ. We educate students to grow in grace and

knowledge and to lead lives of faith, hope and

charity

G. Poole

Associate Director of Academic Affairs

A. Sangiorgio

Associate Director of Planning and Facilities

Angela Gauthier

Director of Education

REPORT TO

STUDENT ACHIEVEMENT AND

WELL BEING, CATHOLIC

EDUCATION AND HUMAN

RESOURCES COMMITTEE

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A. EXECUTIVE SUMMARY

This Information Report, for the consideration of the Board, provides an

overview of the K-12 professional development (PD) plan for teachers to

support student achievement as set out in Ontario Catholic School Graduate

Expectations. The teacher PD initiatives reflect the Multi-Year Strategic

Plan (MYSP) priorities and the Board Learning Improvement Plan (BLIP)

goals.

B. PURPOSE

1. Each year central staff reviews board data to determine our progress

toward the achievement of the priorities articulated in the MYSP and the

goals within the BLIP.

2. Based on the patterns and trends identified in the data, Teacher

Professional Learning Plans (TPLP) are developed to support improved

student achievement and well-being.

3. Other considerations in the development of this professional development

plan include student, parent, parish, teacher, federations, principal, and

superintendent feedback on our progress as well as a consolidation of the

School Learning and Improvement Plans (SLIP).

C. BACKGROUND

The K-12 Professional Development Plan for Student Achievement and

Well-Being is an annual report due to the Board of Trustees in November.

D. EVIDENCE/RESEARCH/ANALYSIS

1. The student learning needs that are the focus of our Board Learning

Improvement Plan for student achievement 2014-2018 include the

following:

a) Catholic Social Teachings that form the heart and foundation for all our

students.

b) Staff Engagement and Well-Being that incorporates a participatory

practice into the design and implementation of the school learning

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improvement plan thereby creating a caring professional learning and

teaching culture.

c) Student motivation, engagement and voice into the school learning

improvement plan to reflect the needs, diversity and interests of the

school population and inform school planning.

d) The development of partnerships with parents, guardians, family, parish

and community members so they have an opportunity to share and

enhance their learning and skills to support student learning and well-

being.

e) A clear emphasis on developing a culture of high expectations especially

in the areas of literacy and numeracy.

f) Allow for students to engage in authentic and experiential learning

activities.

g) Engage in job-embedded inquiry based professional learning that informs

instructional practice to enhance student learning and achievement.

h) Use assessment for, as and of learning to help students develop their own

learning goals, monitor their progress, determine their next steps and

reflect upon their thinking to improve their own learning.

2. The Ministry of Education provides funding for teacher professional

development. Many of the initiatives listed in the plan address the

objectives as outlined within their agreement with the Board.

3. Some of the Ministry initiatives that support the Professional Development

Plan include the following:

a) Collaborative Inquiry for Learning – Mathematics

b) Building Capacity for Differentiated Instruction – Student Success

c) Building Capacity for Effective Instruction in Literacy for Adolescents –

Student Success

d) Building Capacity for Effective Mathematics Instruction – Student

Success

e) Building Innovative Practice, Grades 7-10 – Student Success

f) Collaborative Inquiry for Instructional Impact – Student Success

g) Middle Years Collaborative Inquiry, Grades 7-10 Mathematics – Student

Success

h) School and Cross Panel Teams: Supporting Transitions and Innovative

Practices – Student Success

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i) Student Work Study – Support collaborative teacher inquiry into student

learning needs and the precise assessment and instructional strategies that

close learning gaps and improve achievement.

j) Supporting Implementation of Full-Day Kindergarten

k) Supporting Implementation of Policies and Programs

l) System Implementation and Monitoring (SIM)/ Ontario Focused

Intervention Partnership Support (OFIP)

4. The K-12 PD plan for 2013-2014 is multi-faceted and has the following

components:

a) Teachers K-6 in an identified division or grade including OFIP schools

(Appendix A.1-A.3)

b) Teachers 7-12 in Literacy (Appendix B)

c) Teachers 7-12 in Mathematics (Appendix C)

d) School Administrators – Leading Student Achievement (LSA) K-8,

Secondary Schools Principals’ meetings

e) Secondary Schools’ Department Heads and Principals

f) Student Success Initiative (SSI)

g) Teachers in specific subject areas

h) Professional Development for staff to support faith development and

pastoral care

i) Professional Development to support student and staff well-being (i.e.

Stop the Stigma, Mental Health Strategy)

j) Professional Development for teachers in Pathways Planning (7-12)

(Appendix D)

k) Professional Development for Early Years (Appendix E)

l) Professional Development for local school learning networks (Student

Success Learning Networks)

E. METRICS AND ACCOUNTABILITY

1. Multiple measures to inform student learning and improvement as well as

the professional development plans are to be utilized.

2. Achievement data consisting of EQAO results, CAT4, Pass/Fail Rates,

Report Card data, Credit Accumulation and Graduation Rates will be

reviewed as the data becomes available.

3. Perceptual Data consisting of student and staff surveys include the

following: Safe and Caring Catholic School Climate, My School My

Voice, Student Transition: Your Move to High School, EQAO student

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and teacher questionnaire, Student Success Year End Reflection, School

Effectiveness Framework Self-Assessment and other surveys collected

by staff to inform and support professional learning sessions.

4. Other data that will be reviewed and analysed will include: School

Learning and Improvement Plans, student work, Learning Walks,

Program Data, Collaborative Inquiries and Senior Staff visits to schools

and professional development sessions.

F. CONCLUDING STATEMENT

This report is for the consideration of the Board.

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TCDSB K - 6 Early Years Professional Learning Plan 2014-2015

APPENDIX E

EARLY YEARS PROFESSIONAL LEARNING PLAN 2014 - 2015

Goals

Initiative/ Subject

Details

Grades

# Schools

# Teachers

# Days

Responsibility

Time Lines

CONTINUITY OF EARLY YEARS PROGRAM AND BUILDING COHERENCE KINDERGARTEN TO GRADE 2

Early Years School Guided Team Planning A guided team planning opportunity to support the planning by all early learning teams as they begin a new school year.

As an important member of the E.Y. team, the principal along with the kindergarten educators, will participate together in the day’s planned activities. Principals will facilitate their team’s capacity building at their respective schools. Teams are to select a guiding principle and resources from the framework provided, to support the conversations and activities. Teams must submit a brief outline and access an on-line survey in order to respond to the reflection questions provided.

FDK SK/Gr.1 PFLC B&A Programs

All schools Years 1-5

407 teachers 407 DECEs 55 SK/Gr.1 teachers

462 407 (DECE)

Principal and local teams

Day decided locally September 22

nd to

October 17

th

inclusive


Part #2 Orientation for staff new to Full Day Early Learning Kindergarten

Session will provide opportunities to: *examine the importance of “teams in action” *self-regulation *re-think play as a vehicle for learning *documentation as assessment *network with colleagues

New FDK SK/Gr. 1 PFLC

Year 5 and new to FDK Years 1 - 4

140 teachers 120 DECEs 40 SK/Gr.1 teachers (estimate)

180 120 (DECE)

The Early Learning Resource Team

October 7,8,9,15,16

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Autism Training Strategies to support students on the Autism Spectrum. Early Identification and Intervention.

FDK Self –selected Board-wide

FDK teams (15 teachers, 15 DECEs) *3 sessions

45 45 (DECE)

Autism Resource Staff in collaboration with Early Learning

October 7, 15 & 21


FDK/Health & Physical Education

Strategies to support: *HPE specialist model *FDK program overview *Flow of the day *activities, assessments, resources

HPE/ FDK Specialists

Self-selected Board -wide

41 Specialists

41 HPE Resource teacher and former PLN teacher/ facilitator

October 7

BUILDING UNDERSTANDING OF INQUIRY – THEORY INTO ACTION

Theory to Action: A Professional Series (T.A.P.S.)

Building Our Understanding of Inquiry This PLC series will delve deeper into inquiry and what it means to take an inquiry stance. What does inquiry and experiential learning look like in K, Grade 1 or Grade 2? Goal: to build continuity of learning and teaching strategies.

FDK Grade 1 & Grade 2

Years 1-5

15 teachers 6 DECEs *6 sessions

90 36 (DECE)

Early Learning Resource Team in collaboration with Andrea Cousineau from the Jackman Institute

Nov. 19 December to April


TCDSB and DPCDSB (Cross Board Series) Year 2 collaboration

This collaborative inquiry will provide educator teams the opportunity to explore deeper the needs and questions that best reflect their learning spaces. Facilitators will highlight big ideas that arise from the group. These sessions will be collaboration between TCDSB and Dufferin Peel Catholic SB

FDK Grade 1 & Grade 2

Years 1-4

4 teachers 4 DECEs *4 sessions

16 16 (DECE)

Early Learning Program/ Resource Leads

TBD in collaboration with DPCDSB

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Evergreen Brick Works Conference

“All Hands in the Dirt” This 2 day annual professional’s forum explores new ideas and innovations in children’s outdoor learning spaces in conversation with international/national leaders in the fields of school ground design and programming. Participants will engage in hands-on learning and knowledge sharing; walk away with concrete tools and inspiration for connecting children to nature.

Early Learning Teams

Years 1-4 By invitation

14 teachers 3 DECEs 5 Program Leads plus including Registration fees

14 3 (DECE)

Facilitated by Evergreen’s education and design experts

October 24 (code) & 25

DEVELOPING SUPPORTS FOR INDEPENDENT LEARNING

Mental Health and Well Being Kindergarten Training Session in collaboration with ETFO

The day-long training for FDK teams will provide support and tools to recognize, reduce and manage stress in the lives of children. Participants will also learn the importance of managing their stress and their role in modelling positive coping strategies in the classroom. The session will address the importance of self-regulation and is directly linked to the Ontario curriculum.

FDK Teams Year 5 15 teachers 15 DECEs

Anne Murray, Program Manager from The Psychology Foundation of Canada

October 22

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CONTINUITY OF EARLY YEARS PROGRAM AND BUILDING COHERENCE KINDERGARTEN TO GRADE 3 *BUILDING UNDERSTANDING OF INQUIRY – THEORY INTO ACTION

Kindergarten to Gr.3 Literacy and Inquiry Series

A collaborative professional learning series that will explore the impact of inquiry on student learning across the grades with a focus on the literate learner.

FDK to Grade 3 (must include the SK/Gr.1)

One school per area (total 8)

5 teachers 1 DECE *4 sessions

160 32 (DECE)

Early Learning and Literacy Teams

TBD

*CONTINUITY OF EARLY YEARS PROGRAM AND BUILDING COHERENCE KINDERGARTEN TO GRADE 2 *BUILDING UNDERSTANDING OF INQUIRY – THEORY INTO ACTION

Math Inquiry A collaborative inquiry that will provide opportunities where educators, through hands-on learning experiences deepen their understanding of mathematics, taking theory into action in the early years.

FDK teams Years 1-5 15 teachers 15 DECEs *3 sessions

45 45 (DECE)

Early Learning and Numeracy Teams

TBD


NTIP Kindergarten Program

Understanding the program tenets of full day early learning kindergarten

NTIP K teachers

System -wide

TBD 1 full day code

Early Learning Resource staff; NTIP

October January


Learning Modules KMODS

On-line modules reflecting different principles of FDK, will be made available to educators/administrators for the independent professional learning. Modules will be accessible via the portal.

Years 1-5 *Educators *Administrators *Specialists

System -wide

Open Codes not required

Early Learning Resource Staff

Regular series TBD

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C.I.A.O. Café Collaborative Interactive, Afterschool Opportunities

This after school Webinar series presented by FDK educators, will offer interactive and informative clinics for educators interested in learning. Modules will be accessible via the portal. *Blogging *Instagram: Engaging Families in Real Time *Twitter: A Communication and Professional Learning Tool *SKYPE: Communicating and Connecting To World Communities *Tools of Documentation: Exploring Apps that Capture Learning

K to 3

System - wide

Open Codes not require

Early Learning Resource Staff, FDK Educators

Winter 2015 1 session per month *6 sessions TBD


(A) Inspiring Spaces: Environment as Third Teacher

One day session will examine the learning environment as third teacher. Educators will visit a learning space and then debrief. Opportunity will be provided to teams to transfer the learning to their own spaces. 3 separate sessions

FDK Year 5 schools

FDK Teams (teacher and DECE) *15 different teams for each day (3 sessions)

15 teachers X 3 sessions = 45 and 15 DECEs X 3 sessions = 45

Early Learning Team and the team facilitators --EME group members (Educators Mentoring Educators

Late Fall/Winter

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(B) Inspiring Spaces: Environment as Third Teacher / EME Support (Educators Mentoring Educators)

**Sessions A & B will operate in tandem as one supports the other.

The EME group will participate in two professional development sessions. The first session will be to prepare for the “Inspiring Space” visit by other educator teams (see above). The second session will be time allocated for the visits to their spaces by Year 5 teams. The third session will occur after the visit, to reconnect as the EME group, to debrief and set goals moving forward.

FDK Mentors

System-Wide

FDK Teams 8 teachers X 3 sessions = 24 And 8 DECEs X 3 sessions =24

Early learning Team and the EME facilitators

Late Fall/Winter

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APPENDIX A.1

TCDSB K – 6 Literacy Professional Learning Plan 2014-2015

TCDSB K – 6 LITERACY PROFESSIONAL LEARNING PLAN

2014 - 2015

Goals Initiative/Subject Details Grades

# Schools

# Teachers # Days

Responsibility

Time Lines

- to engage educators in on-going collaborative inquiry to improve student learning in literacy.

- Literacy Inquiry Teams

-Primary : Grades 1-3 or Junior: Grades 4-6 -educator inquiry focused on student learning and dilemma of practice

1-3 4-6

Schools that have

selected literacy as their area of critical need

25 schools x 4

teachers x 4 days

400 Literacy Resource

Team

October to April

-to engage in collaborative inquiry focusing on K-2 learning

-Pedagogical Documentation -Connecting existing structures in Comprehensive Literacy with inquiry based learning

One school per area in collaboration with our K-2 colleagues Include release time for teachers and ECEs

K-2 8 schools

1 per area

Approximately 5

teachers per school

Release time for

ECEs

160 In collaboration with K-

2 Team

October to April

-to support teachers who are new to EQAO

-Administration -Instructional approaches and strategies -Structure of the assessment

Grades 3 & 6 teachers who are new to the grade

Grades 3 and 6

All 4 full days sessions 2x30 for Grade 3 2x30 for Grade 6


Team

November 25 –Grade 3 Novemb

er 27 -Grade 6

-to support teachers

-Curriculum -Assessments

Grades 1- 8 Focus on board

Teachers

All 140 teachers


October 3, 8, 9

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APPENDIX A.1


who are new to primary or junior/intermediate

-Strategies and Approaches -Resources

assessments and framework for instruction: Comprehensive Literacy and Literacy in the Middle Grades.

new to the divisio

n

across the system

Team and 10

To bring alignment to the assessment 3-8 and to align questions to the Ontario Curriculum

Pilot research on Grade 3 QCA in collaboration with research

-QCA questions for grade 3 must be rewritten to meet curriculum expectations -Revisions must meet research standards

Grade 3

All Minimum 1 school per area

8 schools x 2 teachers X 3 days

48 Literacy Resource Team and Research Departme

nt

September and

January

-to give teachers the opportunity to self-select professional learning

Reading for the Love of It (RFTLOI)

One teacher per school All All One teacher

per school is selected to attend

170 February 9 & 10

-assist School principal and SIT with professional learning

Support for (Independent) Self Directed Learning Schools

-literacy resource teachers are available to assist schools with learning plan

28 school

s

Those not in LITs

Up to 5 days per school


Team

October - June

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APPENDIX A.1


-to support teachers who are new to 5th Block/JLI -to engage in collaborative inquiry

-Selection and Demission Procedures -Assessment measures -Strategies and Approaches -Programming -Collaborative Inquiry

Ongoing professional learning for New to 5th Block and JLI teachers

All 5th Block and JLI

Teachers

All 5th Block

and JLI Schools

4 days for all

teachers 4

additional days for

new to 5th Block/JLI teachers

140 5th Block and JLI Leads

September – 3 days

October 1 Day

January 2 day May 1

day June 1

day

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APPENDIX A.3

TCDSB K-12 SEF Professional Learning Plan 2014 - 2015

Initiative Grade Levels Schools Timelines Days Responsibility Details Notes

District Review

K-12 Year 4 Schools

Sept-June Four (Phase 1, 2, & 4)

Schools 42 x 4 Teachers x 3 Days

Focus on school identified area of focus and refining of SLIP post review

District Review Support

K-12 Year 4 Schools

Dec 12 & April 15

Four Central Resource and Research Teams

41 x 4Teachers x 1

Focus on supporting all schools involved in DR in a cross panel PD opportunity supporting the most commonly identified SEF indicators

Student Work Study

K-12 Volunteering Schools

October-May

As determined by school need

SWS Team Various Focus on learning about SWS project, student learning and research findings provincially and locally.

SWS CI K-1, 7-8 From Volunteering SWS

October-June

Six SWS Team 4 Schools X4

Area of inquiry determined by group

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APPENDIX A.3

Schools Teachers X 6 days

SWS/Math/FI/21C

French Immersion Schools

October-June

Five SWS/French/Math/21C

5 schools X 5 teachers X 4 days

Area of Math inquiry determined by group

SWS/ELL Volunteer Schools with high ELL population

October –June

Four SWS/ELL 4 schools X 4 teachers X 4 days

Area of inquiry determined by group

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TCDSB 7 - 12 Mathematics Professional Learning Plan 2014-2015

Appendix C TCDSB 7 - 12 MATHEMATICS PROFESSIONAL LEARNING PLAN

2014 - 2015

Goals Initiative/ Subject

Details

Grad

es

# School

s

# Teacher

s

# Days

Responsibi

lity

Time Lines

Develop understanding of mathematics program planning and instruction in relation to Ontario mathematics curriculum, EQAO assessment practices and board improvement goals, like LG, SC, DF

Math Orientation

Orientation for teachers - New to the Grade 7 and 8 - EQAO Grade 9 applied (2 sessions*) - Pre-Applied Grade 9 Course

Gr 7,8 Gr9 App

N/A 32

30 + 30+ x 2 60+5

1 day x 30 + 2 days x 30 + 1 day x 60 1 day x 5 = 155 days

Math Coord Math RT SS Math Coach Writing Team (5 teachers)

Oct 2014*

Nov 2014

Feb

2015*

Develop math content and pedagogical knowledge in relation to analysis and monitoring of student learning and achievement using inquiry/study, co-teaching and public

Math Study Group

Collaborative inquiry/study sessions with 1 local study sessions (public research) with MRT follow-up in schools for math focused SSI groups

Gr7 and 8

8 schools

20 teachers x 2 groups = 40 teachers

40teachers x 4 days = 160 days

Math Coord Math RT SS Math Coach

Jan 2015 to

May 2015

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research lessons

Develop math content and pedagogical knowledge in relation to analysis and monitoring of student learning and achievement using inquiry/study, co-teaching and public research lessons

Math Study Group

Collaborative inquiry/study sessions with 2 local study sessions (public research) with MRT follow-up in schools for math focused SSI groups

SSI Gr 9 app

8 schools

24 teachers

4 days x 24 teachers = 96 days


Nov 2014

March, May 2015

Investigate, study math content, implement related instructional strategies and analyse and monitor its impact on student learning and achievement; Summarize results of study and analysis in a curriculum resource document

Math Working Group

5 monthly sessions, focused on shared topic - Flipped Classroom

Gr 7, 8, and/or 9

8 schools

10 teachers

10 teachers x 4 days = 40 days


Sept 2014 to

June 2015

Develop strategies for using Knowledgehook web-based program for student self-directed learning and classroom instruction

Knowledgehook Learning/Practice/ Monitoring Math Software System Wide Implementation

student and teacher use of web-based self-directed learning, practice and assessment program designed using gaming principles (follow to Gr9app use in 2013-2014)

Gr 9 applied

32 schools

3 teachers per schools

3 days x 10 schools x 3 teachers = 90 days 2 days x 22 schools x 3 teachers = 132 days

Math Coord Math RT SS Coaches

Oct, Nov 2014 Feb 2015

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Develop math content and pedagogical knowledge in relation to analysis and monitoring of student learning

Whole Math Dept Learning Sessions

School Math Dept self-identified learning focus

Gr9 to 12

32 schools

7 teachers x 32 schools = 224 teachers



Oct , Dec 2014

April 2015

Develop math content and pedagogical knowledge in relation to analysis and monitoring of student learning and achievement

Focused Learning Sessions

-3 monthly sessions, PAL sign-up, focused on hot topics of interest - Learning Trajectories - Mental Math Strategies - Differentiating Math Intervention (Leaps and Bounds) - Learning Goal, Success Criteria and Descriptive Feedback - Learning and Teaching Math Through Problem Solving - Learning Skills in Mathematics - Grade 7 and Common Math Assessments - Bansho (Board-Writing)

Gr 7, 8 9 and/or 10

NA 25 teachers per session

25 teachers x 8 sessions x 3 days = 600 days

Math Coord Math RT SS Coach

Oct 2014 to May 2015

Develop math content and pedagogical knowledge in relation to analysis and monitoring of student learning and achievement using inquiry/ study

After School Sessions

Learning focus identified by host school

Gr 7, 8 4 schools x 4 regions = 16 schools

25 teachers per session

NA Math Coord Math RT SS Coach

Nov 2014 to April

2015

Develop math content knowledge

Math Concept Study Group

Studying mathematics content deeply using math concept study processes and strategies (2 teachers per each grade) from Kindergarten to Grade 12

Gr 7 to 12

6 schools

2 teachers per grade x 7 schools =13 teachers


Math Coord Math RT

Oct 2014 to June 2015

Develop math content pedagogical strategies,

Math Heads Meetings

Learning Skills and leadership professional

Secondary

32 schools

1 teacher per school

1 day x 32 teachers =

Math Coord Math RT

Sept 2014 Feb, May

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leadership strategies learning 32 days SS Math Coach

2015

Develop math content and pedagogical knowledge

OAME Local Conference Toronto

educator self-selected mathematics learning sessions (after school)

Gr9-12 32 schools


none registration fees

Math Coord Math RT

Oct 2014


OAME Provincial Conference, Toronto

educator self-selected mathematics learning sessions (full day)

Gr7,8 Gr9-10

168 schools 32 school

1 teacher x 200 schools = 168 teachers 3 teachers x 32 schools = 96 teachers

none registration fees 200 teachers 1 day x 96 teachers = 96 teachers

Math Coord Math RT

May 2015


Math AQ and ABQ Courses

-partial subsidization of ABQ Intermediate Math course developed by TCDSB Math Dept

Gr 7 to 10

N/A 15 teachers

none cost of tuition

Math Coord Sept 2014 to July 2015


Teacher Resources and student learning materials

Gr7 to 9

N/A N/A

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APPENDIX D

TCDSB 7-12 Pathways Professional Learning Plan 2014-2015

TCDSB 7 - 12 Pathways PROFESSIONAL LEARNING PLAN

2014 - 2015

Goals Initiative/Subject Details Grades

# Schools

# Teachers

# Days

Responsibility

Time Lines

Increase number of SHSM programs across TCDSB schools

Support for potential new SHSM applications

Meet with school teams to increase capacity for preparing a school application for a new SHSM program including local coaching meetings

11, 12 8-12 3 per school

1 SHSM team

Sept-December

Increase capacity for SHSM implementation of approved first year programs

1) SHSM planning day for newly approved programs

School teams work through an implementation planning template to ensure that all elements of SHSM deliverables are put in place for following year

11, 12 8-12 3 per school

1 SHSM team

May

2) New lead teachers symposia

Generally ministry-run and supported -

11,12 8-12 2 per school

3 SHSM team

May

Increase capacity for implementation of existing SHSM

1) SHSM symposium for all existing programs

Full day learning session; sharing of best practices ; Capacity building co-learning activities; Team-building opportunities to support cohesion within school teams

11,12 26 3 per school

1 SHSM team

September

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APPENDIX D


programs

2) SHSM: Ongoing, school based team meetings

School-embedded review and support meetings aimed at building capacity and sustainability

11, 12 28 112 1 SHSM team

Sept-June

3) SHSM: CLA implementation exploration and workshops

Contextualized Learning Activity support-exploration of meaningful CLA opportunities around the greater GTA area

11,12 28 112 1 SHSM team

October-May

Support professional learning in guidance departments

1) Guidance Professional Learning/Trillium Training for teachers new to guidance

Joint efforts with Pathways and Trillium team to help build capacity in teachers new to the guidance role

9-12 10 6-12 yearly

3 Guidance Resource Teacher

June, Sept, Oct

2) On-going learning with Guidance Department Heads

Areas of focus; issues of concern; Trillium compliance; co-development of implementation plans for CPS

9-12 33 1 per school

8 half days

Guidance Resource teacher

October-May (8 mtg

s) 3) Optional PAL

sessions for counselors interested in building capacity in the role

Areas of focus: aspects of the guidance role-transcript review; Credit Counselling Summaries; credit substitutions;

9-12 33 25 3 half days

Guidance Resource teacher

Implementation of CPS

1) Pathways -Gr 10 Professional learning and sharing day for teachers of

10 33 50 1 Pathways team

October

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APPENDIX D


Program and policy

Career Studies (GLC2O)

2) Pathways-Gr 7 Full day session for all grade 7 teachers: Implementation of IPP as well as Learning Skills and Work habits

7 All elemen

tary schools

200 1

Pathways Team

October

3) Pathways-Gr 8 Post-secondary exploration days-Apprenticeship, Colleges (including applied degrees) transfer Ontario to assist Gr 8 teachers with implementation of IPP

8 Offered to

elementary

schools

100

1 Pathways Team

May

4) My Blueprint learning sessions for school teams in preparation of on-line course selection

School counselors, administrators, student success, special education and interested librarians to build capacity in supporting students with online course selections and educational plans Concentration on myBlueprint counselling tools

9-12 32 100-150 3 Guidance Resource teacher

Nov-Dec

Implementation of Student Success strategy

1) Professional Development Days for Credit Recovery teachers

One credit recovery teacher from each school to engage in differentiated professional learning and sharing of promising practices


2 Student Success

Resource Teacher

September and

February

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APPENDIX D


2) Professional Development Days for Student Success Team leaders from each secondary school

One student success teacher from each school—sharing of best practices and ministry updates with a focus on students at risk of not graduating


4 Student Success

Resource Teacher

September, January,

March, May

Expansion of cooperative education programs including awareness for OYAP and Dual credit

1) Cooperative Education Sessions –opening year workshops

Two-day conference; sessions sharing best practices and ministry and sector updates including OSBIE, Ministry of Labour

11, 12 32 40-60 2 Co-op and OYAP

Resource Teachers

September

2) Support for use of Cardinal Management system

Cardinal Management system updates

11, 12 All second

ary schools

40-60 1 Co-op resource teacher

November

3) Co-op writer work sessions

Support workshops aimed at increasing teacher capacity and fluency with Co-op Writer

11,12 All second

ary schools

20-40 2 Co-op resource teacher

October-March

4) OYAP Lunch and Learn (professional learning sessions)

Raising awareness about reach-ahead and apprenticeship opportunities within co-op, guidance and

11, 12 All second

ary schools

50 3 OYAP resource teacher

November-May

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APPENDIX D


technological education teachers

5) On-going learning with cooperative education teachers

Areas of focus; issues of concern; sharing practices about implementation of 6 necessary elements of cooperative education programs

11,12 32 50 4 half days

Co-op resource teacher

Sept-May

Support for technological education and other non-traditional progams

1) Professional learning and sharing opportunities for teachers of Technological education

Concentration on safety and application of transferrable skills Support for sharing of successful practices


4 half days

Technological

education resource teacher

October-May

2) Apprenticeship Teacher Forum

Professional learning about apprenticeship and benefits of non-traditional destination pathways

9-12 Offered to all schools

25 1 OYAP/Co-op/

Technological

Resource Teachers

October

Self-selected PD

Professional learning within provincial conference: OSCA

Conference registration for one teacher/counselor from each secondary school and all elementary counsellors

7-12 50 1 per school and 16

elementary

counsellors

3 Coordinator

November

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APPENDIX D


Professional learning within provincial conference: OCEA

Conference registration for one co-operative education teacher from each secondary school


3 Coordinator

April

Professional learning within

provincial conference: OCTE

Affiliation with OCTE allows for participation of Technological Educators at provincial conference


3 Coordinator

Spring

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TCDSB 7-12 Literacy Professional Learning Plan, 2014

TCDSB - 7 to 12, LITERACY PROFESSIONAL LEARNING PLAN

2014-2015 Goals Initiative/Subject Details Grad

es #

Schools #

Teachers #

Days Responsibility

Time Lines

Support schools develop literacy

plan

Data Review for Literacy Teams

Schools divided over three days

Schools select one of the three days to attend

Literacy Leads, Special Education Department Heads, one other staff and an Administrator

9 – 12

33 3 per school

100 Student Success Literacy Teacm

September

Days to help schools

implement literacy plan

Support for local Literacy Teams

Meet with local school Literacy Teams to provide support that is targeted to local needs

Work with teams to create and implement a plan for literacy

9 - 12 33 As required

Up to 12 per

school

Local School with assistance from Central Team as needed

Ongoing

Support Administration of OSSLT

Teachers supporting OSSLT

administration

Release days to support local school communities

9 - 12 33 As required

Up to 3 per schoo

l 3 x 33 = 99

Local School

March

Provide literacy based

professional learning

Literacy Conference for English Teachers

Schools attend one day

Focus on the reading /writing workshop in English (student choice, engagement, etc.)

9 - 12 33 5 per school

Up to 5 per schoo

l 5 x 33

Student Success Literacy

Team -guest

October

Page 143 of 199


= 165 speakers

Share cross curricular

writing strategies

Stepping Out Writing

Teachers attend by department, once in Mar and once in Apr

English, CWS and Science departments, Literacy Lead and Spec Ed teacher

9 - 12 6 (only remaini

ng schools

who have not received resource

)

4 per school

4 x 6 = 24 24 X 2 = 48


Team

March/April

Improve student

learning and engagement by providing responsive

and intentional

teaching through inquiry

Literacy Collaborative

Inquiry(focus on applied level)

4 days per team (each school 2 – 4 teachers)

3 days full session – 1 day @ school (co-planning, teaching and reflecting)

Central support with analyzing student artefacts

9 – 10

(but senio

r grades also welcome)

Voluntary

4 per school

Approx. 60

teachers total

240 (i.e. max of 60 teachers X

4 days)


Team/Research

Department

Nov/Dec/Feb

Develop cross panel

learning conversations through educator inquiry

Grade 7 – 9 Literacy Learning Series,

focus on Collaborative

Inquiry

Teachers sign up for three part series to engage in job embedded Professional Learning

Topics developed based on needs identified by our teachers last year (exit slips, feedback forms)

Literacy, AICT, Arts, FNMI etc…

7 - 9 Depends Depends 30 (teach) x 4 (days

) = 120

120 X 3

=(sessions)


Team Collaborati

on with other

curriculum areas (Arts,

Mar/Apr/May

Page 144 of 199


= 360 Religion, 21C)

Continue Insignia

(ILS) roll out

Library: Learning Commons

Professional learning and networking for elementary library technicians

7 - 8 133 Element

ary Schools

One 133 Insignia personnel (ICT) Coordinator

Aug/Sept Refresher

in Oct

Self-Selected PD

Reading for the Love of It

Provide release day for one teacher from each elementary and two teachers from each secondary school to attend

Conference cost also covered

9 - 12 All schools

Two per seconda

ry

66 Conference

Feb

Ongoing co-learning

with literacy teams

Literacy Leads Meetings

Share strategies and MOET updates, focus on previously eligible students

Monitor literacy plan implementation

Review adaptive technology

9 - 11 All Schools

One or two

66 Student Success Literacy

Team

Oct/Dec/Feb/May/

Ongoing co-learning

with department

heads

English Department Heads Meetings

follow up with areas of focus (e.g. as decided at department heads conference)

discuss issues and concerns

learning skills focus

9 - 12 All Schools

one 33 Student Success Literacy

Team

Dec/Apr/May

(plus dept heads sym)

Ongoing co-learning

Teacher Librarian Meetings

follow up on topics of interest as generated

All Schools

one 33 Coordinator

Oct/Feb/Apr/May

Page 145 of 199


Sept 2014

with teacher

librarians

by teacher librarians

delve deeper onto “Learning Commons” OLA document

Page 146 of 199

APPENDIX A.2

TCDSB K to 6 Numeracy Professional Learning Plan 2014-2015, June 2014 - Version 1

K to 6 MATHEMATICS PROFESSIONAL LEARNING PLAN

2014-2015

Goals

Initiative/ Subject

Details

Grades

# Schools

# Teachers

# Days

Responsi

bility

Time Lines

Develop understanding of mathematics program planning and instruction in relation to Ontario mathematics curriculum, EQAO assessment practices and board improvement goals, like LG, SC, DF

Math Orientation

Orientation to mathematics instruction and programing for teachers: -New to EQAO -New to the Grade

EQAO Gr3, 6 New to Grade Gr1 to Gr6

60 (20X3) P (20X3) J (20X4) 3 (20X4) 6

60 NewP 60 NewJ 80 Gr3 80 Gr6

1 day x 280 teachers =280 days

Math Coord Math RT

Oct 2014

Develop math content and pedagogical knowledge in relation to analysis and monitoring of student learning and achievement using inquiry/ study, co-teaching and public research lessons

Math Study Group

Collaborative inquiry/ study sessions with 1 local study sessions (public research) with MRT follow-up in schools (4 schools per group)

Gr 4/5/6/ SPED

4 schools x 4 grps = 64 schools

15 teachers x 16 groups = 240 teachers


Math Coord SS coaches MRT

Oct 2014 to May 2015

Develop math content and pedagogical knowledge in relation

Focused Learning Sessions

monthly sessions, PAL sign-up, focused on hot topics; for

K to 6 3 monthly sessions x

20 teachers per

12 sessions x 3 days

Math Coord MRT

Nov 2014 to

Page 147 of 199

APPENDIX A.2


to analysis and monitoring of student learning and achievement

example: - LG, SC, DF - Bansho (Board-Writing) - Mental Math Strategies - Co-Constructing Success Criteria in 3 part problem solving lesson - Learning Trajectories P,J

4 areas = 12 sessions

session x 20 teachers = 720 days

March 2015

Investigate, study math content, implement related instructional strategies and analyse and monitor its impact on student learning and achievement; Summarize results of study and analysis in a curriculum resource document

Math Working Group

monthly sessions -Monitoring and Tracking Student Achievement Gr6 (8) -Mental Math Strategies (4) -Kindergarten Math (3)

K to 6 8 schools 8 10 15

8x8day=64days 10x4day =40days 15x3day =45days

Math Coord MRT

Sept 2014 to June 2015

Develop strategies for using Knowledgehook web-based program for student self-directed learning and classroom instruction

Knowledge hook Pilot

student and teacher use of web-based self-directed learning, practice and assessment program designed with

Gr 6 10 schools


3 days x 20 = 60 days


Jan 2015 to June 2015

Page 148 of 199

APPENDIX A.2


gaming principles (follow to Gr9app use in 2013-2014)


After School Learning Sessions

Learning focus identified by host school

K to 6 4 schools x 4 regions = 16 schools

25 teachers x 16 schools =400

NA Math Coord Math RT

Oct 2014 to April 2015

Study and develop collaborative planning and instructional practices for differentiating mathematics instruction using Leaps and Bounds within Tier 1 and 2 settings; Summarize results of study and analysis through writing a curriculum document

SPED Mathematics Working Group 1

SPA - classroom and special education teachers co-plan and implement use of Leaps and Bounds in Tier 1 and 2 settings

2 to 6 24 schools ( 3 per region)

1 SPED and 1 classroom teachers per school


Math Coord Math RT APTs SS Coaches

Oct 2014 to April 2015

Develop math content knowledge

Math Concept Study Group

Studying mathematics content deeply using math concept study processes and strategies from Kindergarten to Grade 12 (2 teachers per each grade)

K to 6 7 schools 2 teachers per grade x 7 schools =14 teachers


Math Coord Math RT

Jan 2015 to June 2015

Page 149 of 199

APPENDIX A.2


Develop math content and pedagogical knowledge within the context of school and regional leadership contexts

Math Leadership

-Focused learning session on math leadership strategies (e.g., Math Reps, teachers taking AQ courses or doing public research lessons)

K to 6 14 schools

14 teachers


Math Coord Math RT

Dec 2014 to June 2015


OAME Local Conference Toronto

Educator self-selected mathematics learning sessions (after school)

K to 6 168 schools


none Math Coord Math RT

Oct 2014


OAME Provincial Conference, Toronto

educator self-selected mathematics learning sessions (full day)

K to 6f 168 schools

1 teacher x 168 schools = 168 teachers

1 teacher x 1 day = 168 days

Math Coord Math RT

May 2014


Math AQ and ABQ Courses

-100% subsidization of AQ and ABQ PJ Math Part 2 course developed by TCDSB Math Dept

K to 8 N/A 28 teachers

none Math Coord

Sept 2014 to July 2015

Page 150 of 199

APPENDIX A.2


Jump Math Pilot Math Learning

Implement a Math pilot in 12 schools using Jump Math

1 to 8 12 schools

35 teachers


External support – liaising with Math and Research Dept.

Jan. 2015 to June 2015

Page 151 of 199

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