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PLMLC Leadership Series Thunder Bay Region Day 2

PLMLC Leadership Series Thunder Bay Region Day 2. Brian Harrison, YRDSB Connie Quadrini, YCDSB Friday February 4 th , 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

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PLMLC Leadership Series Thunder Bay Region Day 2

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  1. PLMLCLeadership SeriesThunder Bay RegionDay 2 Brian Harrison, YRDSB Connie Quadrini, YCDSB Friday February 4th, 2011

  2. 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.

  3. Series Learning Goal • to synthesize and apply the 5Core Leadership Capacities and Shared Leadership to improve mathematics instruction

  4. Session Activities • Explore evidence-based “practices” in mathematics and make connections to the 5 Core Leadership Capacities • Refine Mathematics Learning Cycle Plan

  5. Examining Current Research in Mathematics • Research Summaries • CLIPS • Gap Closing • PRISM • CIIM

  6. Research Jigsaw • Number off 1 through 4 at your home group. 2. Move to the appropriate location to review one of the research documents (20 min) • 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)

  7. 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)

  8. 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

  9. 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

  10. EDUGAINS

  11. As you consider the ideas presented… what do you now see as the most urgent student learning need in Mathematics in your system / school?

  12. How do you know?

  13. What would happen if nothing changes?

  14. How will you monitor progress towards the urgent Mathematics learning need?

  15. As long as classroom practice stays the same student achievement stays the same image

  16. “Cultural” barriers to moving forward

  17. Culture of Activity

  18. Cultural Shift in Schools from what we did……….to what we learned

  19. Culture of Conservation

  20. Imposter Syndrome

  21. Fear of judgment

  22. Culture of Niceness

  23. Lead Knower instead of … Lead Learner

  24. Impactful Leadership Dimensions

  25. Impactful Leadership Dimensions

  26. posthole A mile wide and an inch deep does not work

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