1. PLMLC Leadership Series London Region Day 1 Ellen Walters, YCDSB Shelley Yearley, TLDSB Monday February 28, 2011

2. Shared Leadership With your district partner, choose one of the images shown below and complete the following sentence: Shared Leadership in Mathematics is like… because… Introduce yourselves to your table group members, then share your sentence. CookingYogaSkiingGardening

3. Introductions Please stand and state: Name Board Role One thing you hope to take away from this series

4. Series Learning Goal to synthesize and apply the 5 Core Capacities of Effective Leadership and Shared Leadership to improve mathematics instruction synthesizeapply

5. Interactive Session Activities Explore the 5 Core Capacities of Effective Leadership and Shared Leadership Make connections between the 5 Core Capacities of Effective Leadership and Board Improvement Planning

6. Influences and Achievement Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement by John Hattie (2009) –Student –Home –School –Curricula –Teacher –Teaching strategies

7. 77 Motivation  High Effect Size John Hattie (2008), Visible Learning, p.240 … motivation is highest when students are competent, have sufficient autonomy, set worthwhile goals, get feedback, and are affirmed by others. Hattie, Visible Learning, p.48

8. Using the template provided, rank the influences based on the overall effect on achievement. Share with another pair. Whole group share Influences and Achievement

10. Teachers  Influence John Hattie (2008), Visible Learning, p.240 Teachers are among the most powerful influences in learning…. … teachers using particular teaching methods, teachers with high expectations for all students, and teachers who have created positive student- teacher relationships … are more likely to have above average effects on student achievement. Hattie, Visible Learning, p.126

11. Individually choose 2 or 3 of the Grandfather Teachings that you feel are essential to support the learning of you and your group. Why are they important? How will they support your group’s learning? Share with your group members and come up with the appropriate group norms. Group Norms Record your norms on the tent card provided; each member signs the tent card.

12. Wisdom To have wisdom is to know the difference between good and bad and to know the result of your actions Love Unconditional love to know that when people are weak they need your love the most, that your love is given freely and you cannot put conditions on it or your love is not true Respect To have honour for all of Creation. You must give respect if you wish to be respected. Bravery To be brave is to do something right even if you know it’s going to hurt you Honesty Always be honest in word and action. Be honest first with yourself, and you will more easily be able to be honest with others. Humility You are equal to others, but you are not better Truth To learn the truth, to live with truth, and be gentle with truth, to speak truth from YRDSB

13. The condition necessary for successful school leadership is the leader’s capacity to improve the quality of instructional practice. Richard Elmore (2007)

14. The Instructional Core

15. The 5 Core Capacities of Effective Leadership Setting Goals Aligning Resources with Priorities Promoting Collaborative Learning Cultures Using Data Engaging in Courageous Conversations

16. Exploring the 5 Core Capacities of Effective Leadership Consider the following leadership challenge: How do I support schools in monitoring the improvement of mathematics teaching and learning? Using the handout provided, identify the actions within each of the 5 Core Capacities that support this challenge (see p. 4-5). Whole group share

17. Exploring the 5 Core Capacities of Effective Leadership Consider the following leadership challenge: How do I support schools in monitoring the improvement of mathematics teaching and learning? Using the handout provided, identify the actions within each of the 5 Core Capacities that support this challenge (see p. 4-5). Whole group share

18. 5 Core Capacities of Effective Leadership Self & Pairs Assessment: –What am I / are we currently doing that focuses on the 5 Core Capacities of Effective Leadership to support mathematics teaching and learning?

19. 5 Core Capacities of Effective Leadership What have I / we learned? –How has my new learning shifted my thinking with respect to mathematics leadership? –How will I implement this new learning back in my board / school(s) with respect to mathematics instruction and assessment?

20. Milling to Music Listen to the music. When the music stops, read the quote shown. Introduce yourself to someone who you don’t know and share your thoughts / reaction to the quote, focused on leadership in mathematics. Repeat. Group Share: Be prepared to share an interesting discussion you’ve had about leadership in mathematics.

21. Leadership Shared leadership refers to a group- or team-level mode of leadership in which staff members…share responsibility for leading – contingent upon the task, the time required, and the expertise needed. -Wahlstrom, Louis, Leithwood, Anderson (2010)

22. Leadership Shared leadership is defined as [curriculum staff’s] influence over, and participation in, [board-wide] decisions with [senior administrators]. -Wahlstrom, Louis, Leithwood, Anderson (2010

23. Leadership A leader skilled in collaboration can keep cooperation high and thus ensure that the group’s decisions will be worth the effort…. Such leaders know how to balance the group’s focus on the task at hand with its attention to the quality of the member’s relationships. -Goleman, Boyatzis and McKee (2002)

24. Leadership Integrative thinking can be defined as the ability to face constructively the tension of opposing ideas and, instead of choosing one at the expense of the other, generate a creative resolution of the tension in the form of a new idea that contains elements of the opposing ideas but is superior to each. -Martin (2009)

25. Leadership …leadership towards systemic change requires a conversation about the roles of various staff members who may assist in implementing these new models of communicating, identifying common goals...; what happens to innovations when the school leader does not commit effort and energy to support them? -Schrum and Levin (2009)

26. Leadership in Mathematics Whole Group Share –What resonated with you? –What created dissonance?

27. Leadership in Mathematics

28. Reflecting on your Learning Using your 5 Core Capacities of Effective Leadership placemat, record new insights gained from this morning’s session. Consider: –How has my new learning shifted my thinking? –How will I implement this new learning back in my board / school(s)?

29. Connecting to the Core Capacities Identify conditions, processes and/or structures that enable increased student achievement in mathematics. Write one idea per sticky note.

30. Exploring the 5 Core Capacities of Effective Leadership Consider the following leadership challenge: How do I support schools in monitoring the improvement of mathematics teaching and learning? Using the handout provided, identify the actions within each of the 5 Core Capacities that support this challenge (see p. 4-5). Whole group share