1. 1 11 Summer Institute for School and System Leaders Student Achievement Division Ministry of Education July 6&7, 2011

2. 2 Reach Every Student Our Goals High levels of student achievement Reduced gaps in student achievement Increased public confidence in education “The best education system in and for the world” Premier McGuinty

3. 3 Aligning Our Work The Principal

4. 4 Instructional Leadership Connecting to the McKinsey Report “How the World's Most Improved School Systems Keep Getting Better”

5. 5 Agenda Overview of the Report Video “Lesson” Learning Discussions Consolidating Learning

6. 6 The McKinsey Report : Context Describes the attributes of successful systems Articulates phases on a continuum or ‘journey’ from ‘poor’ through fair, good, and great to excellent. 8 Key highlights

7. 7

8. 8 Refer to McKinsey Report

9. 9 McKinsey Video 1 Poor to Fair VIDEO

10. 10 Poor to Fair

11. 11 Fair to Good

12. 12 McKinsey Video 2 Good to Great VIDEO

13. 13 Good to Great

14. 14 Great to Excellent

15. 15 McKinsey Report (2010) “Prescribe Adequacy - Unleash Greatness” Poor to Fair – focus on achieving the basics of literacy and numeracy (instruction, interventions, supports) Fair to Good – focus on getting system foundations in place (curriculum, pedagogy, data, organizational, financial ) Good to Great – focus on building professional capacity Great to Excellent – focus on learning through peer collaboration and innovation (Ontario)

16. 16 Discussion Guide Consider your system; how might the McKinsey Report findings with respect to ‘journeys’ cause you to reflect differently on your school(s) and on your system as a whole? Where do you see your school(s) currently? Where would you like to go?

17. 17 Discussion Guide How might the recommendations for action steps related to each phase of the journey inform the strategies for your school and/or board improvement plan for 2011-12?

18. 18 Key Leadership Functions Building Culture - Establishing networks (PLCs) of collaborative inquiry and action where teachers, principals, and supervisory officers think, work, and learn together Leading Change - Promoting and supporting professional practices that enable principals and teachers to lead implementation in their schools Managing Complexity - Guiding systems and schools in developing, implementing and monitoring focussed plans for student achievement, professional learning, and school improvement

19. 19 Key Leadership Functions In your materials there are four documents titled Ideas into Action The first, Five Core Capacities of Effective Leaders, introduces the series. (We will not be using it today). Please find the following documents, which relate to the key leadership functions as follows: Building Culture – Promoting Collaborative Learning Cultures: Putting the Promise into Practice Leading Change – Engaging in Courageous Conversations Managing Complexity – Setting Goals: The Power of Purpose

20. 20 Key Leadership Functions Form a group of three 15 minutes: Each person in the triad reads one of the three documents and records three ideas that relate to the key leadership function: Building Culture – Promoting Collaborative Learning Cultures Leading Change – Engaging in Courageous Conversations Managing Complexity – Setting Goals 15 minutes: Each group joins with another group of three and shares ideas Up to ten groups will be asked to share ideas at the level of the room

21. 21 The ocean is made of drops. Mother Teresa

22. 22 Our Goal To learn from each other about student learning and leadership through the lens of mathematics To highlight current readily-available resources for use in districts, schools and classrooms

23. 23 Where’s the Math? School Effectiveness Framework

24. 24 Learning across the world - Ontario Contextualizing Ontario within international data -Trends In International Mathematics and Science Study -PISA

25. 25 Core Leadership Capacities Create a circle graph representing the percentage of time you spend on each of the 5 Core Leadership Capacities in Mathematics. oSetting Goals oUsing Data oAligning Resources with Priorities oFostering Collaborative Learning Cultures oEngaging in Courageous Conversations

26. 26 Core Leadership Capacities Once you have completed your circle graph… pair up with a colleague from another district share your graph describe the actions and interactions that account for the sectors within your circle graph.

27. 27 Our Work in the Room

28. 28 PROFESSIONAL LEARNING within a COLLABORATIVE INQUIRY FRAMEWORK The professional learning cycle: serves as a process for professional learning is driven by student learning/engagement needs can align educator learning and action with planning at all levels– e.g., classroom, division, department, school, cross-panel, board 28

29. 29 Plan

30. 30 Plan Student learning needs focus educator learnings Data Setting Goals Engaging in Courageous Conversations

31. 31 High quality, effective professional learning in math involves asset models of learning where all participants consider themselves learners of mathematics and learners of ways of teaching mathematics. High quality, effective professional learning in math is focused on mathematics knowledge for teaching, including content knowledge, pedagogy and technology.

32. 32 Read the excerpts at your table and select one that resonates with you. Where is your FOS/school now? How do you know? What are your next steps to move towards this occurring at every student’s desk? How will you monitor this? In a moment, we will ‘Mix and Mingle’… Read the excerpts at your table and select one that resonates with you. Where is your FOS/school now? How do you know? What are your next steps to move towards this occurring at every student’s desk? How will you monitor this? In a moment, we will ‘Mix and Mingle’… Thinking through the Lens of the School Effectiveness Framework

33. 33 Mix and Mingle When the music is playing, walk (or dance!) When the music stops, turn to someone near you and take 2 minutes each to share. We will repeat the above process until you have had a conversation with 2 people.

34. 34 Act

35. 35 Implementing strategies to meet student needs. Aligning Resources with Priorities Fostering Collaborative Learning Cultures Engaging in Courageous Conversations Act

36. 36 Act High quality, effective professional learning in math includes an integrated blend of learning inside and outside of classrooms with a commitment to collaborative inquiry. High quality, effective professional learning in math includes classroom embedded learning, digital learning and online learning opportunities.

37. 37 Lucy West “Talk into Action” Lucy West “Talk into Action” What are the connections in your work in your system for student achievement?

38. 38 After watching the clip… With a partner, share… – 1 affirmation – 1 revelation

39. 39 Observe

40. 40 Observe Sharing instructional practice to monitor student learning and enhance educator learning Using Data Fostering Collaborative Learning Cultures Engaging in Courageous Conversations

41. 41 Observe High quality, effective professional learning in math focuses on students, student thinking, and student demonstrations of understanding.

42. 42 Examining Resources Select one of the resources… -Identify one or two ways you might use this resource with a specific learning team. Be prepared to share.

43. 43 View and Look For… What is the learning team working on? What evidence do you have? Is there evidence of professional learning? If so, what is it? As a leader, what questions might you ask? How will it help them move forward?

44. 44 Reflect Examining evidence to reflect on student and educator learning. Using Data Engaging in Courageous Conversations

45. 45 Reflect Classroom-embedded learning where the primary site of inquiry and professional learning is within the classroom context (this also requires an opening of the classroom to ‘guests’ and collaborators)

46. 46 Reflect and Connect Think back to your graph and yourself as a leader in mathematics learning. Select one core capacity. How will today’s experiences impact your work with learning teams? How will you connect the ideas we have just heard to your work? How does this connect with what the McKinsey Report suggests in terms of your mathematics leadership. Share.

47. 47 Reflect and Connect How will today’s experiences impact your work with learning teams?

48. 48 Day 1 Wrap Up Rob and Eleanor

49. 49 “Altogether Now” Coherent Alignment The Principal

50. 50 Day 2 Begins with the next slide

51. 51 Summer Institute for School and System Leaders Student Achievement Division Ministry of Education Day 2 July 6&7, 2011

52. 52 McKinsey Report (2010) “Prescribe Adequacy - Unleash Greatness” Poor to Fair – focus on achieving the basics of literacy and numeracy (instruction, interventions, supports) Fair to Good – focus on getting system foundations in place (curriculum, pedagogy, data, organizational, financial ) Good to Great – focus on building professional capacity Great to Excellent – focus on learning through peer collaboration and innovation (Ontario)

53. 53

54. 54

55. 55 Reeves – Antecedents of Excellence

56. 56 Collaborative Learning Cultures The McKinsey report says: "collaborative practice becomes the main mechanism both for improving teaching practice and making teachers accountable to each other."

57. 57 Collaborative Learning Cultures Think of 15 or more words or phrases that get at the deepest meaning of a “collaborative learning culture”. As a group decide on the level of importance of each word and print them on the chart paper to create a Wordle Be prepared to share the one word that you think demonstrates that a collaborative learning community is a philosophy; a way of being and a mindset.

58. 58

59. 59 Collaborative Learning Cultures Column 1 - Sample elements Column 2 - Evidence Column 3 - What actions will you take… Select a table facilitator

60. 60 Collaborative Learning Cultures Assign 4 elements to each participant Review the elements assigned to you Discuss with elbow partner how these elements reflect the key words previously discussed

61. 61 Collaborative Learning Cultures Videos Consider the elements Record observations in evidence column

62. 62 05_Reflect.mp4 Collaboration

63. 63 Collaborative Learning Cultures Each participant shares evidence recorded for the 4 elements Each participant identifies one key thing that resonated with them Be prepared to share one example with whole group

64. 64 Collaborative Learning Cultures Large group – sharing Be prepared to share the element that most resonated with your group.

65. 65 Collaborative Learning Cultures What actions will you take to support principals/staff in establishing a collaborative learning culture? Prioritize one key “next step” to share with large group

66. 66 Collaborative Learning Cultures Large group – sharing Be prepared to share one next step

67. 67 Panel Discussion Moderator: Eleanor Newman Panel: Loretta Notten-Superintendent TCDSB Lucy Lessa-Principal TCDSB Diana Rajala- SSI-SSL, TVDSB Sheila Powell-SSI Principal, TVDSB Helene Coulombe – Coordinator OCSB

68. 68 Deprivatizing Practice Refer to your place mat, reflect on your notes, consolidate your thinking considering: – McKinsey Report – 5 Core Leadership Capacities – The components School Effective Framework – Collaborative cultures videos – The panel discussion

69. 69 Continua of Implementation Consider one or both of “Four Stages of Implementation” and “Collaborative Learning Cultures:Communities of Continuous Inquiry and Improvement” Using a highlighter, place yourself or your learning community on these Share your thinking at your table

70. 70 Strategic Leader as Planner, Implementer and Monitor Consider your learning around strategic leadership and monitoring over the two days Having consolidated your learning, reflect on your board and/or school improvement plan What might be the impact on your planning? Share your reflections at your table or in your board grouping or team

71. 71 Final Thoughts Rob and Eleanor K-12 Summer Institute for School and System Leaders http://resources.curriculum.org/Ins/k-12-SISSL-2011