Principal as Lead Learner Madoc Drive Public School Claudine Scuccato

Discussion Overview Implementation Strategies Monitoring What 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

Anything is Possible

My Theory of Action If 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 Development Model 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