PLMLC Leadership Series Thunder Bay Region Day 2

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