School Effectiveness Framework, 2013 - SIM K-12

K-12 Summer Institute
August, 2013
Day 1
K-12 Summer Institute, 2013
The powerpoint for today and tomorrow
can be downloaded from
To do:
 View the quotes
 Scan the article Know Thy Impact: Teaching,
Learning and Leading.
Day 1:
 Setting the Context
 The School Effectiveness Framework
 Personal Leadership Resources in the OLF
 Guest speaker – Paul Tough
 The Resilient Student/The Resilient Leader
Placeholder for Mary Jean’s comments
Session Outcomes
Through working together to think about the deep implementation
of the strategies in the BIPSA and SIP and to examine how the
SEF and OLF support the work, school and system leaders will:
 deepen their knowledge and understanding of the revised
School Effectiveness Framework and the Ontario Leadership
Framework to support and inform their work
 understand how Personal Leadership Resources enhance and
impact leadership, teaching and learning
 use the SEF and OLF to inform monitoring and feedback
related to needs/goals identified in the BIPSA and SIP
 Understand how student’s personal traits and resources impact
leadership, teaching and learning.
Thinking Template
Setting the Context
School Effectiveness Framework, 2013
Guides thinking
and practice in
classrooms and
learning and
Component name changes:
 Student Voice is now Student Engagement
 Programs and Pathways is now Pathways
Planning and Programming
School Effectiveness Framework, 2013
Stronger references to:
Student well-being
Culturally, relevant, responsive pedagogy
Achievement Charts
 Instruction and Assessment are a seamless process
 Students and teachers are partners in the
teaching/learning process
School Effectiveness Framework
Select one component on which you would like to focus.
What is new?
What changes/refinements in practice does this
revision imply?
How might a common understanding of this
component and/or indicator be created among your
school/district team(s)?
School Effectiveness Framework
Move to a table labelled with the colour of your component:
Assessment for, as and of Learning -
School and Classroom Leadership -
Student Engagement -
Curriculum, Teaching and Learning -
Pathways Planning and Programming -
Home, School and Community Partnerships -
Building Team Knowledge
What is new?
What changes/refinements in practice does this
revision imply?
How might a common understanding of this
component and/or indicator be created among your
school/district team(s)?
Personal Leadership Resources
in the OLF 2012
Cognitive Resources
Social Resources
Psychological Resources
Two Especially Useful Personal
Leadership Resources
Two New PLRs
Proactivity (a psychological resource)
Systems Thinking (a cognitive resource)
Being able to stimulate and effectively
manage change on a large scale
under complex circumstances
Showing initiative and perseverance in bringing
about meaningful change
Systems Thinking
Being able to understand the
dense, complex, and reciprocal
connections among different
elements of the organization
Having foresight to engage the organization in
likely futures and consequences for action
Group Activity
How will you use the Personal Leadership Resources
to support your school or board improvement
Independent Activity
What might you add to your own plan for
personal learning to build your capacity in
one or both areas?
Paul Tough
Ontario Context
Other jurisdictions may use different names for these
skills; however, there is broad agreement both
nationally and internationally that skills of this type
(learning skills and work habits), by whatever name,
are critically important to student success.
-Growing Success 2010, page 12
Ontario Context
Hidden Power of Character and the
Ontario Context
Hidden Power of Character
Grit / Perseverance
Self-control / Self discipline
Social Intelligence
Ontario’s Learning Skills &
Work Habits Grades 1 to12
Independent work
Initiative including curiosity
Collaboration including
conflict resolution
Examining Data
Reflection and Discussion
Consider these options:
Question on thinking template:
How does the data collected about students’
learning skills and work habits inform our actions
as school and system leaders?
Quotes selected from Paul Tough’s book,
How Children Succeed: Grit, Curiosity, and the
Hidden Power of Character
The Resilient Learner
Refer to The SEF (K – 12) document, specifically:
Component 1, Assessment for, of and as Learning
Component 3, Student Engagement
Component 5, Pathways, Planning and Programming
Which indicators, in each of the components1,3 and 5,
support educators in nurturing and enhancing the attributes
that Paul Tough suggests foster success for students?
How will this be reflected in practices at the:
- district,
- school and
- classroom
The Resilient Learner
The SEF (K – 12) supports educators in determining
explicit, intentional and precise improvement planning
decisions which inform monitoring and feedback for
continuous improvement and future planning in relation
to enhanced student learning, achievement and well
-The School Effectiveness Framework (K – 12) Page 3
The Resilient Leader
… resilient leaders take action that responds to
new and ever-changing realities even as they
maintain the essential operations of the
organizations they lead.
-Reeves and Allison, 2009/10
The Resilient Leader
Read the article and note practices that are
 familiar to me
 bring new perspectives
 need further exploration
At the table
 Share what was noted in the article
 Discuss how personal resilience underpins the work of the
principal and the superintendent in formulating the
‘intentional and precise’ decisions and actions that foster
improved student learning, achievement and well-being.
K-12 Summer Institute
August, 2013
Day 2
The Message from Paul Tough
Psychology, economics, education, and
neuroscience – have revealed that there is in fact
another ingredient that contributes to success
even more so than a high IQ and impressive
cognitive skills.
This factor includes the non-cognitive qualities of
perseverance, conscientiousness, optimism,
curiosity and self-discipline – all of which can be
included under the general category of ‘character’.
Placeholder for Recap of Day 1
Download from
Goleman – Social Intelligence
…Leading effectively is, in other words, less about
mastering situations – or even mastering social skill
sets – than about developing a genuine interest in
talent and for fostering positive feelings in the people
whose cooperation and support you need
My Social Intelligence …
Making Connections
Moving to Improvement Planning
How does Social Intelligence capacity
enhance/influence your work in supporting
School Effectiveness Framework - Principles
 Personalization
 Professional Learning
 Precision
School Effectiveness Framework
Multi-level Action
 Personalization
 System Leader
 Professional
 School Leader
 Teacher
 Precision
 Student
Improvement Planning and School Self- Assessment
Improvement Planning and School Self-Assessment
This activity is designed to:
Consolidate learning from Day 1 (Revised SEF and OLF)
Offer a process for
o school self-assessment
o monitoring the impact of instructional and
leadership practice on student achievement
Improvement Planning - School Self-Assessment
Multi-role table groups – Discuss:
Student learning needs
One SEF Component and Indicator
Evidence of indicator
Teacher learning need – where
there is limited evidence
Leadership and Support
Improvement Planning - Monitoring and Feedback
Monitoring and Providing Feedback
What is Monitoring?
Monitoring is the ongoing gathering, reviewing and
assessing of information to track and document
progress towards achieving results and goals.
-Adapted from M. Patton
Utilization Focused Evaluation
Monitoring is …
 Explicit and intentional
 Linked to criteria for success
 Developed during planning for implementation
What is Evidence?
In order to measure progress towards goals and
provide a framework for giving constructive and
focused feedback it is necessary to collect and
consider a variety of evidence to illustrate the impact
of planning and implementation.
Evidence of impact may be collected through:
 Observation
 Discussion and dialogue
 Product
What is Feedback?
Providing and receiving feedback “focuses on strengthening …
practices and competencies to challenge current practices and
foster innovation through conversation, to listen and act on
feedback, and to provide feedback that will lead to improvements
in student achievement and well-being …”
-Ontario Leadership Framework
Effective feedback is …
 Timely
 Descriptive of the work
 Positive
 Clear, specific and goal-oriented
 Ongoing
 Differentiated
Monitoring and Feedback
Rethinking Scale: Moving Beyond Numbers
to Deep and Lasting Change
Cynthia Coburn
Four Dimensions of
• What needs to be put into
place in order for
sustainability to occur and be
• How will you achieve depth?
• What evidence might you
shifts of educators’
beliefs…norms of
ng pedagogical
…includes the spread
of underlying beliefs,
norms, and
principles to
additional classrooms
and schools
• What evidence might affirm
that spread is occurring?
…has to do with the
degrees to which
activities and
programs become
ongoing habits
Shift of
…must become
integrated into the
in who owns the
reform needs to be
• How will you know that all
staff have taken ownership?
Delving into the Four Dimensions of Scale
How will you achieve depth? What evidence might you have?
What needs to be put in place in order for sustainability to occur
and be ensured?
What evidence might affirm that spread is occurring?
How will you know that all staff have taken ownership?
Building Alignment and Coherence
In discussion and planning, consider how the:
 Hidden Power of Character (presented by Paul Tough)
 Learning Skills and Work Habits (Growing Success)
might collectively impact your planning and level of
learning for the upcoming year bringing your work to
scale in its fullest sense.
Moving Forward…
What seeds related to scale can be planted today
moving forward your improvement planning
processes for the upcoming year?
System Leader
Levels of Learning
School Leader
-adapted from the work of Steven Katz
Leadership is not a solo act; it's a team performance.
Collaboration is a social imperative. Without it
people can't get extraordinary things done in
-J. Kouzes & B. Posner (2003)
Reflecting on the Panel Sharing
Next Steps…
What seeds have been planted throughout the two
days related to your improvement planning processes
for the coming year?
What supports will be needed?