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K-12 Summer Institute

August, 2013

Day 1

K-12 Summer Institute, 2013

The powerpoint for today and tomorrow can be downloaded from

sim.abel.yorku.caTo do: View the quotes Scan the article Know Thy Impact: Teaching, Learning and Leading.

Day 1:Setting the ContextThe School Effectiveness FrameworkPersonal Leadership Resources in the OLFGuest speaker – Paul ToughThe Resilient Student/The Resilient Leader

Placeholder for Mary Jean’s comments

Session Outcomes

Through working together to think about the deep implementation of the strategies in the BIPSA and SIP and to examine how the SEF and OLF support the work, school and system leaders will:deepen their knowledge and understanding of the revised School Effectiveness Framework and the Ontario Leadership Framework to support and inform their workunderstand how Personal Leadership Resources enhance and impact leadership, teaching and learninguse the SEF and OLF to inform monitoring and feedback related to needs/goals identified in the BIPSA and SIPUnderstand how student’s personal traits and resources impact leadership, teaching and learning.

Thinking Template

Setting the Context

School Effectiveness Framework, 2013

Component name changes: Student Voice is now Student Engagement Programs and Pathways is now Pathways

Planning and Programming

Student engagement, learning and well-being

Guides thinking and practice in classrooms and

schools

School Effectiveness Framework

School Effectiveness Framework, 2013

Stronger references to:

Student well-being

Culturally, relevant, responsive pedagogy

Metacognition

Self-regulation

Achievement Charts Instruction and Assessment are a seamless process Students and teachers are partners in the

teaching/learning process

School Effectiveness Framework

Select one component on which you would like to focus.

What is new?

What changes/refinements in practice does this revision imply?

How might a common understanding of this component and/or indicator be created among your school/district team(s)?

School Effectiveness Framework

Move to a table labelled with the colour of your component:

Assessment for, as and of Learning -

School and Classroom Leadership -

Student Engagement -

Curriculum, Teaching and Learning -

Pathways Planning and Programming -

Home, School and Community Partnerships -

red

yellow

green

pink

orange

blue

Building Team Knowledge

What is new?

What changes/refinements in practice does this revision imply?

How might a common understanding of this component and/or indicator be created among your school/district team(s)?

Personal Leadership Resources in the OLF 2012

Cognitive Resources

Social Resources

Psychological Resources

Two Especially Useful Personal Leadership Resources

Two New PLRs

Proactivity (a psychological resource)

Systems Thinking (a cognitive resource)

Proactivity

Being able to stimulate and effectively

manage change on a large scale

under complex circumstances

Showing initiative and perseverance in bringing

about meaningful change

Proactivity

Systems Thinking

Being able to understand the

dense, complex, and reciprocal

connections among different

elements of the organization

Having foresight to engage the organization in likely futures and consequences for action

Group Activity

How will you use the Personal Leadership Resources to support your school or board improvement

planning?

Independent Activity

What might you add to your own plan for personal learning to build your capacity in

one or both areas?

Lunch

Paul Tough

Ontario Context

Other jurisdictions may use different names for these skills; however, there is broad agreement both nationally and internationally that skills of this type (learning skills and work habits), by whatever name, are critically important to student success.

-Growing Success 2010, page 12

Ontario ContextK-12

Hidden Power of Character

Grit / PerseveranceZestSelf-control / Self disciplineOptimismGratitudeSocial IntelligenceCuriosityConscientiousness

Ontario’s Learning Skills & Work Habits Grades 1 to12

ResponsibilityIndependent workInitiative including curiosityOrganizationCollaboration including conflict resolutionSelf-regulation

Hidden Power of Character and the Ontario Context

Examining Data

Reflection and Discussion

Consider these options:

Question on thinking template:

How does the data collected about students’ learning skills and work habits inform our actions as school and system leaders?

Quotes selected from Paul Tough’s book,

How Children Succeed: Grit, Curiosity, and the Hidden Power of Character

The Resilient Learner

Refer to The SEF (K – 12) document, specifically:

Component 1, Assessment for, of and as Learning

Component 3, Student Engagement

Component 5, Pathways, Planning and Programming

Which indicators, in each of the components1,3 and 5, support educators in nurturing and enhancing the attributes that Paul Tough suggests foster success for students?How will this be reflected in practices at the:

- district,

- school and

- classroom

The Resilient Learner

The SEF (K – 12) supports educators in determining explicit, intentional and precise improvement planning decisions which inform monitoring and feedback for continuous improvement and future planning in relation to enhanced student learning, achievement and well being.

-The School Effectiveness Framework (K – 12) Page 3

The Resilient Leader

… resilient leaders take action that responds to new and ever-changing realities even as they maintain the essential operations of the organizations they lead.

-Reeves and Allison, 2009/10

The Resilient Leader

Read the article and note practices that are familiar to mebring new perspectivesneed further exploration

At the table Share what was noted in the articleDiscuss how personal resilience underpins the work of the principal and the superintendent in formulating the ‘intentional and precise’ decisions and actions that foster improved student learning, achievement and well-being.

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K-12 Summer Institute

August, 2013

Day 2

The Message from Paul Tough

Psychology, economics, education, and neuroscience – have revealed that there is in fact another ingredient that contributes to success even more so than a high IQ and impressive cognitive skills.

This factor includes the non-cognitive qualities of perseverance, conscientiousness, optimism, curiosity and self-discipline – all of which can be included under the general category of ‘character’.

Placeholder for Recap of Day 1

Download from sim.abel.yorku.ca

Goleman – Social Intelligence

…Leading effectively is, in other words, less about mastering situations – or even mastering social skill sets – than about developing a genuine interest in talent and for fostering positive feelings in the people whose cooperation and support you need

-Goleman

My Social Intelligence …

Making Connections

Moving to Improvement Planning

How does Social Intelligence capacity enhance/influence your work in supporting

your BIPSA/SIP?

School Effectiveness Framework - Principles

Personalization

Professional Learning

Precision

School Effectiveness FrameworkMulti-level Action

Personalization

Professional Learning

Precision

System Leader

School Leader

Teacher

Student

Improvement Planning and School Self- Assessment

Improvement Planning and School Self-Assessment

This activity is designed to:

Consolidate learning from Day 1 (Revised SEF and OLF)

Offer a process for o school self-assessmento monitoring the impact of instructional and

leadership practice on student achievement

Improvement Planning - School Self-Assessment

Multi-role table groups – Discuss:

Student learning needs

One SEF Component and Indicator

Evidence of indicator

Teacher learning need – where

there is limited evidence

Leadership and Support

Improvement Planning - Monitoring and Feedback

Monitoring and Providing Feedback

What is Monitoring?

Monitoring is the ongoing gathering, reviewing and assessing of information to track and document progress towards achieving results and goals.

-Adapted from M. Patton

Utilization Focused Evaluation

Monitoring is …Explicit and intentionalLinked to criteria for successDeveloped during planning for implementation

What is Evidence?

In order to measure progress towards goals and provide a framework for giving constructive and focused feedback it is necessary to collect and consider a variety of evidence to illustrate the impact of planning and implementation.

Evidence of impact may be collected through:ObservationDiscussion and dialogueProduct

What is Feedback?

Providing and receiving feedback “focuses on strengthening … practices and competencies to challenge current practices and foster innovation through conversation, to listen and act on feedback, and to provide feedback that will lead to improvements in student achievement and well-being …”

-Ontario Leadership Framework

Effective feedback is …TimelyDescriptive of the workPositiveClear, specific and goal-orientedOngoingDifferentiated

Monitoring and Feedback

Rethinking Scale: Moving Beyond Numbers to Deep and Lasting Change

Cynthia Coburn

Four Dimensions of Scale:

depthsustainabilityspread ownership

Delving into the Four Dimensions of Scale

DepthHow will you achieve depth? What evidence might you have?

SustainabilityWhat needs to be put in place in order for sustainability to occur and be ensured?

Spread What evidence might affirm that spread is occurring?

Ownership How will you know that all staff have taken ownership?

Building Alignment and Coherence

In discussion and planning, consider how the:

SEF

OLF Hidden Power of Character (presented by Paul Tough)

Learning Skills and Work Habits (Growing Success)

might collectively impact your planning and level of learning for the upcoming year bringing your work to scale in its fullest sense.

Moving Forward…

What seeds related to scale can be planted today moving forward your improvement planning

processes for the upcoming year?

Levels of Learning

-adapted from the work of Steven Katz

Lunch

Panel

Leadership is not a solo act; it's a team performance. Collaboration is a social imperative. Without it people can't get extraordinary things done in organizations.

-J. Kouzes & B. Posner (2003)

Panelists

Reflecting on the Panel Sharing

Next Steps…

What seeds have been planted throughout the two days related to your improvement planning processes

for the coming year?

What supports will be needed?

Feedback