Professional Learning at Thornlea February – June 2009

Context Board foci – past, present, and future Board foci – past, present, and future literacy, assessment, instructional intelligence, gender achievement gap, differentiated instruction, digital literacy, student success, pathways, transitions, specialist high skills major Thornlea data (slides 3 – 6) Thornlea data (slides 3 – 6) School planning (slides 7 – 9) School planning (slides 7 – 9) Links, Whats Next, Something to Take Away (slides 10 – 12) Links, Whats Next, Something to Take Away (slides 10 – 12)

This chart compares the averages of males (yellow) and females (purple) by grade. Grade 9: 2% gap Grade 10: 5% gap Grade 11: 6% gap Grade 12: 2 % gap This data reflects midterm marks from Semester 1. Updated statistics are available, and will be shared; however, planning was based on this data.

This chart compares the average marks of males (yellow) and females (purple) by department. Boys marks are higher in: Co-op, Special Education, and Math. Again – Semester 1 statistics.

This chart compares the average mark of males (yellow) and females (purple) by age. 17 and 18 year old boys, on average, had higher marks than girls. This age group generally represents students in their 4 th year of high school. Again – Semester 1 statistics.

Interpreting the data The scale of each graph is different – check the numbers on the vertical axis The scale of each graph is different – check the numbers on the vertical axis The smaller the number of students in each category, the less significant (or at least the less generalizable) the data (e.g. average marks of 21 year olds) The smaller the number of students in each category, the less significant (or at least the less generalizable) the data (e.g. average marks of 21 year olds) This data represents a snap shot – we need to start looking at it over time This data represents a snap shot – we need to start looking at it over time Data can be interpreted in many ways – we need to dig deeper (look at the faces behind the data) Data can be interpreted in many ways – we need to dig deeper (look at the faces behind the data)

School Planning (SPCI) and Data The SPCI is a living document that helps provide foci for the school The SPCI is a living document that helps provide foci for the school It is a record of goals based on areas of need (identified from data) and it records measures results using data It is a record of goals based on areas of need (identified from data) and it records measures results using data It is NOT a comprehensive look at everything that is happening in a school It is NOT a comprehensive look at everything that is happening in a school Goals in the SPCI must be SMART Goals in the SPCI must be SMART

SMART Goals Strategic / Specific Strategic / Specific Measurable Measurable Attainable Attainable Results-based Results-based Time-bound Time-bound Within a three year period, we will reduce the gap between boys and girls averages to 3% at all grade levels, without reducing girls achievement. Within a three year period, we will reduce the gap between boys and girls averages to 3% at all grade levels, without reducing girls achievement. (developed at PLC meeting after examination of data in February 2009) (developed at PLC meeting after examination of data in February 2009)

Increase male achievement to reduce the gender achievement gap at Thornlea. Increased grade average for boys. Improved learning skills for boys. Improved OSSLT results for boys. Within a three year period, we will reduce the gap between boys and girls averages to 3% in all grade levels, without reducing girls achievement. Within a three year period, we will shift X % or # (to be determined) of boys earning needs improvement to satisfactory, without reducing the numbers earning excellent and good. Within a three year period, we will reduce the gap between boys and girls (fully participating first-time eligible) OSSLT results to 4%. Report Card Data (Trillium imported to Access) Reduce gap to 3% (currently around 5%+) at all grade levels NOTE: improve boys averages w/o reducing girls Report Card Data – work habits (Trillium imported to Access) Shift students (boys particularly) from needs improvement to satisfactory Report Card Data – organization (Trillium imported to Access) Need baseline data (need #s) EQAO Data Reduce gap to 4% (8% in 2008) for fully participating first-time eligible students NOTE: improve boys results w/o reducing girls

Links Last spring, Gord and Sheila reported on a conference on Gender and Student Achievement they had attended in October 2007 – staff discussed articles at a staff meeting Last spring, Gord and Sheila reported on a conference on Gender and Student Achievement they had attended in October 2007 – staff discussed articles at a staff meeting This fall, we began to investigate differentiated instruction (thanks to Sean and then Eve) – gender is one of the factors to be considered when differentiating This fall, we began to investigate differentiated instruction (thanks to Sean and then Eve) – gender is one of the factors to be considered when differentiating We will reach back for these threads as we move ahead We will reach back for these threads as we move ahead

Where we go from here April Staff Meeting: a variety of strategies for improving boys achievement will be explored – in a differentiated fashion April Staff Meeting: a variety of strategies for improving boys achievement will be explored – in a differentiated fashion May Staff Meeting: teachers will share and reflect on their experiences with implementing some of the strategies May Staff Meeting: teachers will share and reflect on their experiences with implementing some of the strategies June Staff Meeting: update on the data and looking ahead to June Staff Meeting: update on the data and looking ahead to

A little something to take away According to Steve Biddulph (author and one of the speakers at the October 2007 conference): Boys will not learn from someone who they feel does not like them. According to Steve Biddulph (author and one of the speakers at the October 2007 conference): Boys will not learn from someone who they feel does not like them. Boys learn best from teachers who are: Boys learn best from teachers who are: Fun, and funny (which is different than sarcastic) Fun, and funny (which is different than sarcastic) Focussed – well-organized, clear, purposeful Focussed – well-organized, clear, purposeful Friendly – comfortable, outgoing, conveys liking of kids Friendly – comfortable, outgoing, conveys liking of kids Firm – comfortably and clearly in charge, without the need for shouting, or on the other hand needing to be liked or one of the kids, having nothing to prove Firm – comfortably and clearly in charge, without the need for shouting, or on the other hand needing to be liked or one of the kids, having nothing to prove NOTE: While these Four Fs are a result of extensive research performed by Peter Downes in the UK, they are generalizations. Clearly, not all boys are the same and many girls may appreciate these same characteristics in a teacher. NOTE: While these Four Fs are a result of extensive research performed by Peter Downes in the UK, they are generalizations. Clearly, not all boys are the same and many girls may appreciate these same characteristics in a teacher.