1. Simcoe County District School Board Numeracy Coaches Jennifer Brown Numeracy Consultant K-12

2. SCDSB Journey in using Numeracy Coaches for Professional Development 2007 - 08 2008 - 09 2006 - 072005 - 06

3. Numeracy Coaching Model 2005 - 062006 - 072007 - 08 2 coaches for Grades 1 - 6 2 coaches for Grades 7 - 10 5 schools x 4 coaches Based on EQAO data 3 coaches for Grades 4 - 10 (1 sec school + 3 elem schools) x 3 coaches Based 1 st on Grade 9 EQAO data 6.5 coaches for Grades 4 - 10 (1 sec school + 3 elem schools) x 6.5 coaches same schools from 2006-07 Additional Schools Based 1 st on Grade 9 EQAO data

4. Numeracy Coaches Role 2005 - 06 2006 - 072007 - 08 Model teaching Learning Tools Classroom Management Co-planning Co-teaching Co-assessing Informal PLCs Informal Communication Across Panels Co-planning Co-teaching Co-assessing Technology focus Formal PLCs across Panels After School Workshops

5. Professional Learning Communities  Lesson Development  Ontario Numeracy Assessment Program  Assessment  Learning Tools and Technology  Continua

6.  Emotional Intelligence Training: Brett Richards  Effective Thinking – Brett Richards  Effective Coaching – Marjorie Shore  Book Study – Differentiated Coaching - Lucy West DVD Material  Coaching Symposium Professional Development for Coaches  PRIME: Number & Operations, Patterning & Algebra, Geometry  OAME Leadership & Annual Conference  Assessment Symposium

7. Board Support Include coaches in provincial training Align system support with the work of the coaches (i.e. grade 9 teachers released for common in-service around EQAO, Assessment Strategies, Math Processes, Teacher Moderation, Teaching Strategies) Allocate funds for subsequent Professional Learning Communities

8. Coaching Resources

9. Ministry Resources

10. Ministry Instructional Resources

11. Instructional Resources Cathy Fosnot

12. Assessment Resources

16. Refining the Coaching Lens for 2008 - 2009  Facilitate visits at collaboration sites  Support the common elements of the School Effectiveness Framework to consolidate the school’s efforts  Concept trajectory for work in a TLCP (Teaching Learning Critical Pathway)  Elementary – deeper implementation with co-planning, co- teaching, and co-assessing through an Assessment Cycle (PRIME, ONAP)  Secondary – facilitate high-yield strategies for teaching through a transdisciplinary model