Date post: | 04-Jan-2016 |
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Principal as Lead LearnerMadoc Drive Public SchoolClaudine Scuccato
Discussion OverviewImplementation Strategies
MonitoringWhat Did We Learn?
Growth Mindset Began with a courageous conversation
about what we can and cannot control A belief that all teachers and students
can learn Establishment of positive norms Embodied in our evolving Mission, Vision
and Values Change in what we honour and
recognize
My Theory of ActionIf I provide staff opportunities to develop their conceptual and procedural understanding in math through co-learning and co-planning so they are able to plan, sequence, and connect key mathematical concepts, then they will deepen their student’s ability to understand and communicate mathematical concepts, skills and processes.
Our Professional DevelopmentModel for Numeracy
● Responsive Professional Learning● 8 Cycles of Co-teaching in the same
classroom to note progress over time● A focus on a slice of math (number sense)● Student work ALWAYS on the table● Principal as co-learner● Pedagogical documentation (photos,
transcripts of talk, products)● Accessing and responding to student voice
Assessment for Learning Tool
• Cathy Fosnot – Learning Landscapes (strategies, models and big ideas)
• Accountability for teachers to know where students are at and where we need to go next.
• Building shared understanding of the meaning of the landscape – Can we see it? Can we label it?
A Focus on the Math Deepen understanding of mathematical
process expectations and content expectations (mapping nouns and verbs)
Creating a shared understanding of curriculum and processes – being intentional about what math we are going after
Studying mathematics and “taking a slice” (Counting, Additive Thinking move towards Multiplicative Thinking)
Using “Five Practices Planning Framework” to ensure that mathematics is at the heart of the lesson
Monitoring Progress Principal always at
the table as lead learner, modeling an open to learning stance
Being vulnerable
Accountability of the 30 Day Challenge
Frequent Walk-Throughs and Professional Conversations
Teacher Survey Writing on the Wall Teacher Voice and
Choice
Shared Image of a Successful Math Learner
• Effective Communication
• Development of Conceptual Understanding through open-ended tasks
• Procedural Fluency• Student-Directed• Students as strategic
and flexible thinkers
Student Centered Learning
What Did We Learn Student Efficacy – a focus on what
students CAN do, capable of discussing and labelling math – evidence through use of vocabulary, models and strategy use
Teacher Efficacy – teacher learning is relating to student learning, we are making a difference and this is how we know
What Did We Learn Importance of honouring Teacher Voice
and Choice – if you want to change the group you need to use the group
Importance of Principal as Lead Learner – shifting the conversation to an open to learning stance
Analysis of Student Work – moving from deficit thinking to describing students in an asset stance