1. Principal as Lead Learner
Madoc Drive Public School
Claudine Scuccato

2. Discussion Overview Implementation Strategies Monitoring
What Did We Learn?

3. Growth Mindset
Began with a courageous conversation about what we can and cannot control
A belief that all teachers and students can learn
Establishment of positive norms
Embodied in our evolving Mission, Vision and Values
Change in what we honour and recognize

4. Anything is Possible

5. My Theory of Action
If I provide staff opportunities to develop their conceptual and procedural understanding in math through co-learning and co-planning so they are able to plan, sequence, and connect key mathematical concepts, then they will deepen their student’s ability to understand and communicate mathematical concepts, skills and processes.

6. Our Professional Development Model for Numeracy
Responsive Professional Learning
8 Cycles of Co-teaching in the same classroom to note progress over time
A focus on a slice of math (number sense)
Student work ALWAYS on the table
Principal as co-learner
Pedagogical documentation (photos, transcripts of talk, products)
Accessing and responding to student voice

7. Assessment for Learning Tool
Cathy Fosnot – Learning Landscapes (strategies, models and big ideas)
Accountability for teachers to know where students are at and where we need to go next.
Building shared understanding of the meaning of the landscape – Can we see it? Can we label it?

8. A Focus on the Math
Deepen understanding of mathematical process expectations and content expectations (mapping nouns and verbs)
Creating a shared understanding of curriculum and processes – being intentional about what math we are going after
Studying mathematics and “taking a slice” (Counting, Additive Thinking move towards Multiplicative Thinking)
Using “Five Practices Planning Framework” to ensure that mathematics is at the heart of the lesson

9. Monitoring Progress
Principal always at the table as lead learner, modeling an open to learning stance
Being vulnerable
Accountability of the 30 Day Challenge
Frequent Walk-Throughs and Professional Conversations
Teacher Survey
Writing on the Wall
Teacher Voice and Choice

10. Shared Image of a Successful Math Learner
Effective Communication
Development of Conceptual Understanding through open-ended tasks
Procedural Fluency
Student-Directed
Students as strategic and flexible thinkers

11. Student Centered Learning

12. What Did We Learn
Student Efficacy – a focus on what students CAN do, capable of discussing and labelling math – evidence through use of vocabulary, models and strategy use
Teacher Efficacy – teacher learning is relating to student learning, we are making a difference and this is how we know

13. What Did We Learn
Importance of honouring Teacher Voice and Choice – if you want to change the group you need to use the group
Importance of Principal as Lead Learner – shifting the conversation to an open to learning stance
Analysis of Student Work – moving from deficit thinking to describing students in an asset stance