TCDSB K to 12 Professional Learning Form 2015-2016
SCHOOL
NAME
Transfiguration of Our Lord
Sup.
Area
☐X1 ☐ 2 ☐3 ☐4
☐ Monsignor Fraser
Principal Name:
☐5 ☐6 ☐7 ☐8
Based on analysis of the data, in collaboration with staff identify a critical need area or strategy that
addresses the learning of your school community (i.e., assessment, problem solving, inquiry learning,
learning skills, etc.)
BACKGROUND – DATA ANALYSIS
Student Achievement
Data (EQAO, CAT4,
etc.)
Mathematics
(Computation)scores
on CAT4 have been
stagnant/inconsistent
in the past 3 years
-EQAO scores much
more consistent
Perceptual Data
(Survey data, School
Climate, etc.)
Teacher observation
and feedback have
indicated need for
growth in mental
math
From the data, what key factors
are identified for increasing
Student Achievement?
URGENT
CRITICAL
NEED
Demographic Data
(N tiles, etc)
Mostly working class
families but also
have low and high
income families
Program Data
(Empower, 5th Block,
Taking Stock, etc.)
School has achieved
excellent success in
EQAO
Other
(SSLN, SSI, EDI,etc.)
Intermediate
teachers worked
with SSLN teams
from Don Bosco
Mathematics(Computation) scores on CAT4 have been stagnant/inconsistent for the
past 3 years
Students require a greater understanding of mental math strategies in order to facilitate more effective problem
solving skills.
PROFESSIONAL LEARNING PLAN TO MEET URGENT CRITICAL NEED:
Collaborative Inquiry
Question (What is the
How do we support students in the process of developing mental math strategies?
problem of practice?)
If… Then…
Statement:
Learning Goals
(related to urgent
critical need)
Actions/Interactions
(What will we do to
meet our goals?)
If teachers provide regular opportunities for students to use and practice mental math
strategies then the students will become more fluent and confident with computation.
To help students learn and develop math strategies and problem solving skills.
Teachers familiarize themselves with different mental math strategies;
Teachers solve problems using different mental math strategies;
Teachers collaborate with other teachers to identify different mental math strategies
used in solutions;
Teachers purposely select questions that elicit open ended and varied solutions;
Teachers identify and name the mental math strategies used by students to solve
problems;
Collect student solutions that show different mental math strategies and display publicly;
Teachers challenge students to identify and name mental math strategies consistently.
PD Required for Staff Study mental math strategies to develop a deeper understanding;
Recognize and identify different mental math strategies;
Create professional community to analyze student solutions;
Co-plan a mental math lesson and choose an appropriate mental math problem that can
be solved using a variety of these strategies;
Co teach a mental math lesson to recognize and identify various strategies in student
solutions;
Share and analyze evidence that support student learning goal and “if” “then”
statement;
PD to be in collaboration with school staff of PLT-All Saints, St. Maurice, Father Serra,
and St. Eugene
Measures/Evidence
of Success
Resources Required
(human, material,
code days)
Analysis of student work;
Pre and post assessments;
Students’ ability to communicate their understanding of mental math strategies;
Students’ ability to justify and explain their thinking.
Big Ideas by Marian Small
Making Math Meaningful by Marian Small
5 Practices for Orchestrating Productive Mathematics Discussions by Margaret S. Smith
and Mary Kay Stein
Setting Up Positive Norms in Math Class by Jo Boaler
MOE documents and resources
TCDSB Math Department/Resource Personnel
Code Day 1: Understanding mental math strategies
Code Day 2: Planning Session: Co-plan and co-teach
Code Day 3: Reflect and analyze student work/Assessments
Please send the completed copy to your Area Superintendent with a copy to N. D’Avella (Secondary) D. Koenig (Elementary) by September 25, 2015.
Questions to Consider:




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Are we being collaborative in our decision making?
Are we improving instructional leadership in our school?
How are all stakeholders involved in the Professional Learning Plan?
Does the plan build capacity amongst our staff related to student need?
Are we using high yield instructional strategies? What does research say about this student learning problem?
Have we increased the amount and quality of learning related to our student need?