Academic Leadership Workshop # 1: Looking at Canada over the last decade – Challenges & Successes How might this apply to Central’s context? Mark A. Miller – Teacher in Residence

Instructional Intelligence Hit Our Wall – What’s Next? Differentiation and Metacognition Academic Leadership Department Heads Resource Teachers Instructional Coaches Parallels to Central?

55 SPEED LIMIT

Not a Straight Path 2003 – Peel DSB began work with Barrie Bennett System-wide change Central focus within the board Full-day Institutes Three-Part Teaching Qualification Summer Symposiums Tri-Board Initiative Facilitator Training All admin were expected to be trained 2008 Contract ended, Change of guard at board No internal support – team paid for their own trip to Quebec City Ministry Initiatives Board Initiatives Personal

The End to Our Limbo Ministry Document – published in 2010 and focuses on Differentiated Instruction and fair and equitable assessment practices All new curriculum published now contains an extensive expectation that metacognition will be imbedded within all course delivery

“Differentiated Instruction is based on the premise that, since students differ significantly in their interests, learning styles, abilities, and prior experiences, then teaching strategies, materials, and pace should vary accordingly” (MoE).

“... Differentiation can show us how to teach the same standard to a range of learners by employing a variety of teaching and learning modes” (Tomlinson, 2000).

“Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.” Albert Einstein

10’’ 1.5’’ Metacognition J. Flavell (1979) Knowledge of person variables Knowledge of task variables Knowledge of strategy variables.

Person Variables What one recognizes about his or her strengths and weaknesses in learning and processing information Do I prefer a lecture, a class debate, or an interactive web site? Individual or group? Gardner’s MI

Task Variables What one knows or can figure out about the nature of a task and the processing demands required to complete the task How long will it take for me to comprehend this technical article? Do I need to be an active listener or a passive listener?

Strategy Variables The strategies a person has “at the ready” to apply in a flexible way to successfully accomplish a task When a lecture isn’t your thing, what do you do to ensure that you learn? What supports to you utilize to survive in a classroom?

Time for a Break See you in 10 minutes!

Gathering the Team Creating the Support System

Gathering the Team The new approach to education focused on creating a multi-tiered approach to academic support for the individual instructor Administration put the people in place, and the team supports the instructor in their various roles Each has a specific role that can support the instructor to grow as a lecturer and an individual

Those Directly Supporting Administration Big Picture Department Head Interpretation Resource Teacher Program-Wide Instructional Coach One on One Support Instructor Ongoing Learner

Administration Role Overseer of the school Plant management Hiring Interpreting Ministry directives

Department Head Role How does administration’s vision apply to my department? Guidance Exemplar – shining example of classroom approaches

Resource Teacher Role Board-wide support system Brought in to introduce initiatives Whole-school training sessions

Instructional Coach Role Involved in board initiatives Direct classroom support One-on-one coaching Sounding board

Instructor Role Keep up with everything Deliver timely curriculum Assess Stay informed and engaged

Central’s Context Think Pair Share this question... How does the support team discussed compare with what is here at Central? Are there strengths with what exists currently? What else do you feel would be supportive for you or your team?

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