2. Supporting Administrators as Instructional Leaders Reaching every student by reaching every educator

3. Priorities Increase students’ achievement Close the gap Increase public confidence in public education

4. Conclusions from Research 1.Leadership, teaching, and adult actions matter. 2.Particular leadership actions show demonstrable links to improved student achievement: inquiry, implementation, monitoring. 3.Leadership is neither a unitary skill set nor a solitary activity Doug Reeves

5. Instructional Leadership “Leadership is second only to teaching in its impact on student outcomes. Principals and vice-principals play an essential role as school leaders to achieve this impact.” From Purpose to Practice: Putting Ontario’s Leadership Framework into Action—A Guide for School and System Leaders

6. http://www.levitated.net/bones/nodeGarden/index.html

7. Coherence “Coherence is what results when complex adaptive systems reflect common purposes, meanings, and values.” —Caine and Caine, 33

8. Marshall Clemens, ideagram, http://www.idiagram.com/examples/complexity.htmlhttp://www.idiagram.com/examples/complexity.html

9. Agenda Alignment at All Levels of the System PeopleVision (Goals)StrategyStatus P Vision Strategy Statu s PeoplePeople Vis ion (G oal s) StrategyStatusStatus PeoplePeople Ministry of Education Literacy and Mathematical Literacy Initiative Board School PeoplePeople Classroom

10. Architectural Analogy “Architectural leaders in education…make connections….In schools lead by architectural leader, everything is connected, and there is no such thing as a ‘nonacademic’ class, assembly, or experience.” —Doug Reeves

11. The Leadership Framework

12. Framework Purposes inspire a shared vision of leadership in schools and boards promote a common language that fosters an understanding of leadership and what it means to be a school and system leader identify the practices and competencies that describe effective leadership guide the design and implementation of professional learning and development for school and system leaders.

13. Domains Setting direction Building relationships and developing people Developing the organization Leading the instructional program Securing accountability

14. Leader Practices and Competencies Practices Competencies Knowledge Attitudes

15. Purposes of the Indicators What do we do? How do we talk about it? What do we need to know? What beliefs and guiding principles do we need to embrace?

16. Supports

17. Resources Literacies for Learning: Guide for Administrators and Other Facilitators of Teachers’ Learning Guide for Administrators and Other Facilitators of Teachers’ Learning for Mathematics Instruction

18. Working Documents The Indicators, like the frameworks, are working documents that will evolve as a result of continued research, conversations with stakeholders, and feedback

19. Alignment Equity (Literacy) Increasingly inclusive classrooms that reflect diverse cultural knowledge and practices; support anti-discrimination education; appeal to both genders; value and build on the knowledge, experiences, and literacies all learners bring to school (Math) The classroom becomes increasingly inclusive by: reflecting cultural knowledge and practices; supporting anti-discrimination education; appealing to both genders; valuing knowledge, experiences and literacies all learners bring to school

20. Alignment Teaching Practices Increasingly thoughtful and coherent use of literacy and learning strategies—explicit, systematic, understanding of the conditions for effective strategy instruction, modeling, and application (Math) Increasingly thoughtful use of literacy strategies—being explicit and systematic, understanding conditions for effective strategy instruction, modelling, and application

21. Alignment Curriculum Increasingly thoughtful selection and use of literacy and learning strategies based on matching deep structure and principles to curriculum concepts and skills (Math) Increasingly thoughtful selection and use of literacy and learning strategies based on matching underlying structure and principles to concepts and skills

22. Subject-Specific (Math) Students increasingly take responsibility for learning of others and self. Math sense becomes the criterion for learning (English) Teaching, modelling and engaging learners in a range of text pertinent to the discipline, including: –Workplace and other authentic documents –Fiction, graphical and hybrid text –Informational text –Electronic text –Self-selected texts

23. Alignment Learning A shift from rote learning and recall to developing conceptual understanding, making connections, reorganizing information, thinking critically, and engaging in the stance of critical literacy that compels social action (Math) A shift from rote learning and recall to developing conceptual understanding and making connections

24. Alignment Learning Tools Increasing respect for and active connecting with technological knowledge and skills, and the digital backgrounds students bring to school (Math) A shift in attitudes about using tools in making sense of mathematics and in demonstrating understanding from just struggling students to all learners, and to the extent indicated in the revised Ontario curriculum for mathematics

25. Going Deeper (Works-in-progress)

26. 10-Year Frame Video and other records of practice Research and research Rubrics Video Web-based resources for administrators, facilitators of teachers’ learning, and teachers

27. Math-Talk Community

28. Question Prompts “I can see that you use Anticipation Guides (K-W-L charts, etc.) to support learners in accessing prior knowledge and making connections to their own experiences in preparation for reading the text.” –What is your thinking about the use of first language other than English for pre- reading activities?

29. Question Prompts “Our pre-meeting notes indicated that this lesson would focus on writing.” –Why did you decide to devote so much of class time to talk in small groups and to develop graphic organizers?

30. English—Administrators and Teachers Building on all learners’ prior knowledge, intellectual strengths, developmental level, and personal interests, e.g. Anticipation Guide (CAA, 20) Probable Passage (TLSSE L/E, 7-9, 8) Place Mat (TLSSE E, 10-12, 106)

31. English—Administrators Excerpts from The Ontario Curriculum, English, http://www.edu.gov.on.ca/eng/teachers/curric ulum.html http://www.edu.gov.on.ca/eng/teachers/curric ulum.html “Teachers who provide quality instruction respect students’ strengths and address their learning needs, using assessment information to plan instruction. They clarify the purpose for learning, help students activate prior knowledge, and differentiate instruction for individual students and small groups according to need. Teachers explicitly teach and model learning strategies and encourage students to talk through their thinking and learning processes. They also provide many opportunities for students to practise and apply their developing knowledge and skills.” p. 27

32. English—Teachers Ministry Resources Strategy Glossary, English Resources, Resources for The Ontario Curriculum, Grades 9-12, English, 2007, Resources, Curriculum Unit Planner, http://www.ocup.org/resources/#growpdf http://www.ocup.org/resources/#growpdf Developing Thinking Skills Through Higher- Level QuestioningDeveloping Thinking Skills Through Higher- Level Questioning

33. “Leadership is about creating a domain in which human beings continually deepen their understanding of reality and become more capable of participating….” Senge