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

SCDSB Journey in using Numeracy Coaches for Professional Development

Numeracy Coaching Model coaches for Grades coaches for Grades schools x 4 coaches Based on EQAO data 3 coaches for Grades (1 sec school + 3 elem schools) x 3 coaches Based 1 st on Grade 9 EQAO data 6.5 coaches for Grades (1 sec school + 3 elem schools) x 6.5 coaches same schools from Additional Schools Based 1 st on Grade 9 EQAO data

Numeracy Coaches Role 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

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

 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

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

Coaching Resources

Ministry Resources

Ministry Instructional Resources

Instructional Resources Cathy Fosnot

Assessment Resources

Refining the Coaching Lens for  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