PUT TITLE
HERE
Student
Success
Student Success
2011Summer
Summer Program
2011
Program
Leading Learning
Using
the Professional
Cycle
NAME
OF YOURLearning
MODULE
HERE
1
Session Agenda
Minds On
Administrator Profile
Session Purpose
Connection to the School Effectiveness Framework and the Ontario Leadership
Framework
Action
Identify a SMART goal for a school improvement plan in response to student
achievement data
Identify the role of the Principal in organizing and engaging learning team members in
a Learning Team
Use the Professional Learning Cycle (PLC) to increase student achievement by
providing a process for professional learning that is driven and focused by student
learning needs.
Consolidation
Implications for School Improvement Planning
Next Steps
Implications for the role of the Principal within the context of the Ontario Leadership
Framework
2
Administrator Profile
Create a profile of your table group that includes:
• Your role
• Your experience working with learning teams
• Learning preference
• A year highlight
• A strong professional interest
3
Session Purpose
Identify the key role of the Principal in supporting School
Improvement Planning by:
•Leading Needs Assessment/SMART goal(s)
•Creating Learning Teams within the context of the Ontario
Leadership Framework
•Supporting school-based Learning Teams as they use the
Professional Learning Cycle
•Aligning the work of Learning Teams with the school
improvement planning process
•Monitoring and Evaluating the school improvement planning
process
Provincial Context: Core Priorities
High Levels of Student
Achievement
Reducing the Gaps in Student
Achievement
Increased Public Confidence
in Our Publicly Funded
Schools
5
3
School Effectiveness Framework
6
School Effectiveness Framework
School and Classroom Leadership
• 2.1 Collaborative instructional leadership builds capacity
to strengthen and enhance teaching and learning
• 2.2 Processes and practices are designed to deepen
content knowledge and refine instructional to support
student learning and achievement.
• 2.4 Job-embedded and inquiry-based professional
learning builds capacity, informs instructional practice and
contributes to a culture of learning
7
Why Leadership?
Leadership is a lever we
are using to support
large scale system
improvement to
enhance achievement
and well-being for our
2 million students in
5000 schools
8
Why Leadership?
After teaching, the second most influential factor on student
learning is leadership (shared; formal and informal).
Most-effective leadership dimension:
 promoting and participating in teacher
learning and development
9
40
Self reflection on Instructional
Leadership
• What key practices, as an
administrator, do I need to focus
on to improve the quality of
teaching and learning in my
school?
• Take 2 minutes to reflect
individually and then share with
an elbow partner.
10
Ontario Leadership Framework
• Clarify successful practices
• Robust foundation
• Explicit connections between
leaders’ influence and the
quality of teaching and learning
Setting Directions
Building Relationships and Developing People
Developing the Organization
Leading the Instructional Program
Securing Accountability
11
The OLF and 5 CLCs
12
Key Leadership Functions
• Building Culture - Establishing networks (PLC s) of
collaborative inquiry and planning where teachers, principals,
and supervisory officers think, work, and learn together
• Leading Change - Promoting and supporting professional
practices that enable principals and teachers to lead
implementation in their schools
• Managing Complexity – Guiding systems and schools in
developing, implementing and monitoring focused plans for
student achievement, professional learning, and school
improvement
13
Coherent Alignment – “The
Skinny”
The Principal
Example
Board
(BIP)
Literacy: Writing
School
(SIP)
Literacy: Writing
Gr. 9 & 10 Applied/Open
Classroom
(planning for teaching and learning)
Professional Learning Cycle
(collaborative inquiry)
Literacy: Writing
Gr. 9 Tech Ed and Visual Arts, Gr.
10 Computer Studies: Common
Assessment area - Expression and
Organization of Ideas
(Achievement Chart)
15
School Improvement Plan for Student
Achievement (SIPSA)
Purpose includes to:
• Develop specific student achievement goals on
an annual basis through the analysis of school
and classroom level data/evidence.
• Improve achievement for each student in the
school
• Provide a tracking and monitoring plan for
improving student achievement
• Provide an evaluation of the school’s progress in
meeting their SMART goals.
16
School Improvement Plan
A school improvement plan for student
achievement has many components including:
•
•
•
•
•
•
Needs assessment and analysis
SMART goals
Professional learning/resources
Targeted, evidence-based strategies/actions
Monitoring
Evaluation
17
School Improvement Plan
Needs Assessment and Analysis
Developing a SMART Goal
School level data
Develop SMART goal
18
Drilling Down:
Questions to Consider
• What data should be considered, eg.
board and school pass rates, learning
skills and work habits?
• What are the courses students are
failing, eg., grade level, subject
discipline, level of study?
19
Examine the Data
You will be working in
triads to review and
analyze the data
strips. There are
guided questions to
direct your analysis.
20
Your Professional Judgement
2009/10 - Pass
Rate - Applied
Math - Grade 10
2008/09 - Pass
Rate - Applied
Math - Grade 10
2007/08 - Pass
Rate - Applied
Math - Grade 10
2009/10 - Pass
Rate - Applied
Math - Grade 9
2008/09 - Pass
Rate - Applied
Math - Grade 9
2007/08 - Pass
Rate - Applied
Math - Grade 9
2009/10 - Pass
Rate - Applied
English - Grade 10
2008/09 - Pass
Rate - Applied
English - Grade 10
2007/08 - Pass
Rate - Applied
English - Grade 10
2009/10 - Pass
Rate - Applied
English - Grade 9
2008/09 - Pass
Rate - Applied
English - Grade 9
2007/08 - Pass
Rate - Applied
English - Grade 9
C
2007/08 2008/09 2009/10 2007/08 2008/09 2009/10 2007/08 2008/09 2009/10 2007/08 2008/09 2009/10
Pass
Pass
Pass
Pass
Pass
Pass
Pass
Pass
Pass
Pass
Pass
Pass
Rate Rate Rate Rate Rate Rate Rate Rate Rate Rate Rate Rate Applied
Applied
Applied
Applied
Applied
Applied
Applied
Applied
Applied
Applied
Applied
Applied
English
English
English
English
English
English
Math
Math
Math
Math
Math
Math
Grade 9 Grade 9 Grade 9 Grade 10 Grade 10 Grade 10 Grade 9 Grade 9 Grade 9 Grade 10 Grade 10 Grade 10
84.8%
85.8%
86.5%
82.9%
83.8%
84.8%
81.5%
83.1%
84.0%
78.5%
79.7%
80.2%
84.9%
91.2%
79.4%
88.0%
86.9%
76.3%
86.7%
81.1%
79.6%
76.3%
80.0%
76.2%
0.1%
5.4%
-7.1%
5.1%
3.1%
-8.5%
5.2%
-2.0%
-4.5%
-2.2%
0.3%
-4.0%
What is a SMART Goal?
S =Specific – addresses subject area including the
grade and level of instruction
M =Measurable – includes pass rates and includes
baseline data
A =Achievable – provides ambitious yet attainable
outcomes in the timelines provided
R =Results-based – focuses on increasing student
pass rates
T =Time – specifies time frame
22
Activity # 4
Developing a SMART Goal
Using the data strip provided:
• Develop a SMART goal with your table
partners
As a group:
• Discuss why it is a SMART goal based
on the 5 components using the rubric
provided
School Improvement Plan
A school improvement plan for student
achievement has many components including:
•
•
•
•
•
•
Needs assessment and analysis
SMART goals
Professional learning/resources
Targeted, evidence-based strategies/actions
Monitoring
Evaluation
24
Professional Learning Cycle
Notes Organizer
25
Professional Learning Cycle
The goal of the
Professional Learning
Cycle Strategy is to
increase student
engagement and
achievement by providing a
process for professional
learning that is driven and
focused by student learning
needs.
26
The Professional Learning Cycle
Professional learning is driven and focused by student
needs.
• Begins by examining evidence of student achievement
and engagement to determine an area of student need
• Focuses educator learning on strategies required to
address the identified need
• Emphasizes implementation informed by observation of
student work
• Stresses professional dialogue with colleagues
• Requires a collaborative analysis of data to determine the
extent to which the identified area of student need has
been met
27
16
A Professional Learning Cycle
28
From SMART Goal to
Creating Professional Learning Teams
Question to consider
• How would you establish
readiness for school
learning teams and the
Professional Learning
Cycle
Discuss as a group.
Video: Building Capacity
Learning Teams
Professional learning team
meetings have one primary
purpose: improved teaching and
learning in an area of identified
student need.
The aim is… to provide a way for
teachers to become increasingly
accomplished instructors for the
Source:
ultimate benefit of students …
The Evolution of a
Professional Learning
not (simply) to develop
Team, Tools for Schools
professional learning teams.
(NSDC), Nov./ Dec. 2008
30
Guided Viewing:
Principal’s Role in Establishing and Supporting
Learning Teams
• What do you need to consider
when establishing learning teams
(e.g., multi-disciplinary, same
grade/subject, learning
team/cycle experience)?
• What do you need to consider
when coordinating the various
learning teams (e.g., facilitators,
common preps)?
• What is the role of the principal in
supporting learning teams using
the Professional Learning Cycle?
Video clip – Leadership and Facilitation
31
Learning Teams
Identifying a strategic / targeted learning need
School level data
Class level data
Student Success Leader and Principal
Professional Learning Team
32
Focusing on Data and Evidence
Adapted from The EvidenceBased School, K. Hume, 2009.
1. Analysis: asking questions,
finding patterns and trends,
comparing
2. Interpretation: making sense of
evidence, seeking evidence that
supports initial interpretation
3. Data/evidence source (e.g.,
assignment marks in markbook,
student work)
4. Decisions and Actions
33
Connecting the SMART goal to Classroom
Instruction
Key Questions for Learning Teams:
• What are the learning needs of our
students?
• How does the school SMART goal sharpen
the focus on student learning needs?
• What do we need to learn in order to
address student learning needs?
34
Learning Teams
Developing a strategic / targeted SMART Goal
S = Specific – addresses an area of student knowledge and
skills that need significant improvement for a target group of
students
M = Measurable – includes levels and includes baseline
data, as well as, diagnostic and assessment of learning data
on student knowledge and skill development
A = Achievable – provides ambitious yet attainable
outcomes in the timelines provided
R = Results-based – focuses on increasing students’
knowledge and skills and student improvement as measured
by level
T = Time – specifies time frame within the learning cycle
Professional Learning Team
Guided Viewing: The PLAN Phase
What data sources are
considered?
What are teachers
learning from the data?
What are the next steps
being considered:
• For student learning?
• For educator learning?
Discuss as a group.
Video – Plan Phase
Guided Viewing: Impact of the
Professional Learning Cycle on Teacher
Practice
Question to consider
• What impact has the
Professional Learning Cycle
process had on teachers?
• What is the major difference
seen in instructional planning
and practice?
Discuss as a group.
Video - Introduction
37
School Improvement Plan
The School Improvement Plan for Student
Achievement has many components including:
•
•
•
•
•
•
Needs assessment and analysis
SMART goals
Professional learning/resources
Targeted, evidence-based strategies/actions
Monitoring
Evaluation
38
School Improvement Planning
Next Steps
Questions to Consider:
• What is the educator learning for
this team and what were the next
steps identified by them?
• How does the work of learning
teams, using the Professional
Learning Cycle, inform the next
steps for school improvement
planning?
Video clip – Reflect Phase – English
Learning Team
39
30
Consolidation
With respect to the work of school-based Learning Teams what are the
connections between the Principal’s influence and the quality of teaching
and learning?
Use the Ontario Leadership Framework, leadership practices and
competencies to guide your discussion.
Setting Directions
Building Relationships and Developing People
Developing the Organization
Leading the Instructional Program
Securing Accountability
40
30
Reflect and capture your insight
Reflect
Through your review and sharing, to what did
you react strongly?
• Insight: ‘ah ha’ moment
• Concern: “whoa, that is a red flag”
• Affirmation: “ya, right on!”
Prepare to share
41