2. Partnership Between The Literacy & Numeracy Secretariat and Association des directions et des directions adjointes des écoles franco-ontariennes The Catholic Principals’ Council of Ontario The Ontario Principals’ Council Curriculum Services Canada

3. 3 The Challenge Every student in Ontario will develop reading, writing, math and comprehension skills at a higher level by the age of 12. Progress will be measured by ensuring that by 2008, 75% of students reach the provincial standard. Ontario Ministry of Education, 2005

4. 4 Premise of LSA Project Studies have shown that schools that embrace the principles of professional learning communities can increase student achievement by improving the learning and teaching capacity of school leaders and teachers. DuFour, 2005

5. 5 Capacity Building Capacity building involves developing the collective ability— dispositions, skills, knowledge, motivation and resources—to act together to bring about positive change. Fullan, 2005

6. 6 Capacity-building increases the collective efficacy of a group to raise the bar and close the gap of student achievement. Fullan, 2005

7. 7 Leading Student Achievement Project An innovative plan for delivering support to principals as they work in principal learning teams to build professional learning communities (PLCs) in their schools.

8. 8 Goal of LSA Project To support administrators and teachers as they work collaboratively in PLCs, with the shared purpose of improving student achievement in literacy and numeracy.

9. 9 Principals and Superintendents in 34 of the 72 district school boards in Ontario ADFO, CPCO, OPC, CSC Literacy and Numeracy Secretariat Who is Involved?

10. 10 Timeframe Year 1 (2005-2006) Launch of project with 22 boards Year 2 (2006-2007) Addition of 12 new boards

11. 11

12. 12 Principal Learning Teams at District Level Work collaboratively across school districts to implement professional learning communities in their schools Improve instructional practice by supporting teacher capacity building Develop their skills as instructional leaders

13. 13 Teacher Learning Teams at School Level Work collaboratively to improve practice Focus on literacy and numeracy practices for the purposes of the LSA project Improve student achievement through evidence-based inquiry into instructional practice

14. 14 LSA Steering Team at Provincial Level The LSA project is coordinated by representatives of ADFO, CPCO, OPC and CSC in partnership with the Literacy and Numeracy Secretariat.

15. 15

16. 16 Support and Resources for LSA Participants

17. 17 Support from the Literacy and Numeracy Secretariat Student Achievement Officers LSA Steering Team Funding

18. 18 Support from Principal Associations Principal learning teams have access to professional learning resources in person and online workshops, symposia, consultations and access to the expertise of educators from Ontario and international sources LSA Steering Team OPC staff

19. 19 Support by School Districts Board designated resources to support the LSA Project Superintendents Principal Program Leaders

20. 20 Online Support Curriculum Services Canada Interactive Website: www.curriculum.org eWorkshops eMeetings Webcasts DVDs and Facilitator Guide Presentations

21. 21 Role of Research Research helps the LSA project to determine: how useful the project is for those involved how best to provide additional assistance to principals and teachers during this school year as they endeavour to implement practices that lead to improved student learning and achievement.

22. 22 Research: Principal and Teacher Surveys Surveys were developed with input from Representatives of the three provincial principals associations Principal Team Leaders Dr. Ken Leithwood, OISE

23. 23 Responses Anonymous As all responses to these survey are completely anonymous, you are asked not to identify yourself. Individuals, schools, and districts will not be identified in any publications and presentations resulting from this process.

24. 24 Accountability Dr. Leithwood’s analysis of the data in the surveys and his reports will provide an assessment of the value of the LSA Project, not of individual principals, teachers, schools or boards.

25. 25 Considerations Year 1 (2005-2006) participants are recognized as being in the early implementation stage of the project. Overall trends are the focus of research. Principals and teachers new to the project in September, 2006, are recognized as being in the early initiation stage. Survey responses will serve as baseline data for comparison in later stages of the project.

26. 26 Leading Student Achievement: the synergy of collaboration

27. 27 Improved Student Achievement Principal Learning Teams StudentsResearch Team Teachers School Board Secretariat Principals/ Associations

28. 28 If you have any questions, please contact: Linda Massey: lmassey@principals.on.ca OPC Coordinator Leading Student Achievement Project