Presentation is loading. Please wait.

Presentation is loading. Please wait.

School Effectiveness Framework

Similar presentations


Presentation on theme: "School Effectiveness Framework"— Presentation transcript:

1 School Effectiveness Framework
Alignment from Kindergarten to Grade 12

2 Learning Goals SEF – Why K to 12 focus? What is different?
How does the old Framework fit? How does the SEF K – 12 inform SLIP work? SEF – Why K to 12 focus? – 5 min. What is different? 5 min Moral Purpose Video-10 min 3 P’s; 7 Components and Context-10 min Activity: Alignment with 4 Pillars- 5 min Indicators and Evidence – 5 min Activity: Evidence Brainstorm – 15 min How does the SEF K – 12 inform SLIP work?5 min

3 School Effectiveness Framework
School Self Assessment District Reviews The SEF outlines two processes that schools engage in. The first is the School Self Assessment. This is a process that all schools are engaged in right now as they develop their SLIP. There is a second process that only some schools will be part of. This is the District Review. 15 elementary schools across all ten superintendencies participated in a District Review in the school year, so within this room there are one or two of your colleagues that have experience with this process. How we conduct these reviews continues to be informed by our experience and is therefore in the DRAFT stage until we feel comfortable that we have a process that really benefits schools and fits the needs of our Board in an authentic way. The process we use in the Toronto Catholic District School Board differs from the process that other Boards have developed. This year senior staff have approved a plan that will allow one school per superintendency to participate in a District Review. These schools will be provided additional support: in release time for staff, a clear process to follow support from central staff such as Curriculum Resource, Research and the school’s APT A final report that summarizes the learnings of the community This process will enhance the ongoing reflection and planning that a school community engages in on an ongoing basis throughout the school year as we strive to work in a focussed and precise way with our students to increase their achievement. The schools participating this year will be chosen once we have the OFIP information from the Ministry. One consideration is to choose schools that will not be getting support through other initiatives such as OFIP etc.

4 Here is the new SEF K-12 – HAND OUT COPIES OF THE DOCUMENT.
This Framework continues to be DRAFT and will be adjusted based on our experiences in working with it in the field over the course of this year and beyond. K-12 School Effectiveness Model evolved from research and other international models and was in response to a need to align what we do from Kindergarten to grade 12. In elementary it is intended to be used along with the resources that were provided to you in the original binder. You will notice some changes in emphasis as some of the componenets of the original binder have been shifted in this one page framework sheet. (If question… indicate that the shifts were a result of continued learning and increased understanding through the experience of working with the original document over the past 2 years. As it continues to be a draft document, further changes may occur as we learn and grow but the intention remains the same)

5 Reaching Every Student
Let’s look first at the centre graphic. This may look familiar to many of you. The new SEF Graphic closely mirrors the work of Fullan, Hill and Crevola as outlined in “Breakthrough” . It starts out with the Moral Purpose of our work in the centre blue circle. The yellow ring addresses the “how” as outlined through the Three P’s…Precision, Personalization and Professional Learning. The green ring identifies current thinking on the components that schools need to address to be effective in our central goal of reaching every student. The pink ring addresses the context that will support the work of the inner circles.

6 Reaching Every Student
Our Moral Purpose Reaching Every Student Our moral purpose is the a clear understanding by all of the beliefs that are essential to make our work with students effective. These beliefs include: All students can achieve high standards given sufficient time and support. All teachers can teach to high standards given the right conditions and assistance. (can is the operative word and requires that teachers choose to; that they commit to focus on the work required and that they are open to assistance and support of their learning communities) High expectations and early interventions are essential. All teachers need to be able to articulate what they do and why they do it. Two of the priorities of the work that the province is engaged in and has been over the past five years are to: Raise the bar. Reduce the gap. The following video clip may be familiar to some of you but it clearly speaks to the above two priorities in a clear way. Dr. Asa Hillard talks first about the need to “look in the right place to solve are problems and move in a positive direction in our work with our students. Dr. Alan Luke speaks about the higher level critical literacy that is needed by our students now and in the future. It is an essential literacy skill for schools to teach when preparing students for a future where they will be working in jobs that do not exist today using technology that has not been invented yet. Next slide is link to video

7 Moral Purpose Video

8 http://progressive. playstream
Video clip is ten minutes long.

9 Reaching Every Student
The Three P’s Reaching Every Student How do we reach every student? Many structures have been put in place to assist educators to do this important work. We need to work with PRECISION. Using assessment tools to inform our instruction helps us use our time wisely and in a focussed way. It directs us to focus on the areas that students missed, the areas that are unclear to students and/or the areas that are not understood with enough depth to allow our students to make meaningful connections. The TLCP with the pre assessment component and it’s cyclical nature provide a methodology that assists us. The information available to us on the DIP helps us to understand and manipulate the data available to us to make informed and precise decisions about what we do in the classroom, where we put our resources and what further learning is required for staff. Connecting with our colleagues in PLCs and PLNs helps us keep our focus true and authentic. We need to PERSONALIZE the way we approach the work we do with students so that we meet their individual needs in a timely way. We are all learning more about Differentiated Instruction best practices and new resources are being developed to help us do this more effectively and with deeper understanding. Visual Data displays such as Data Walls help us to see the individual needs of our students or groups of students more clearly so that effective interventions can be planned and implemented. In order for PROFESSIONAL LEARNING to happen in an authentic way schools need to work from the classroom out. Professional learning must be ‘in context’ and teachers must interact in relation to their teaching and learning. Professional Learning opportunities are facilitated through: de-privatization of the classroom; tri-level support for and facilitation of a variety of learning communities with focussed outlines of purpose to guide them (OFIP, PLC, Networks etc); creation of and increased access to resources that support the work we are doing. Resources that are created in a timely way in response to the learning that is taking place across the province are most effective e.g. Streaming videos, podcasts, monographs. We need to start at the classroom and embed personalization, precision and professional learning into the daily experiences of students and educators.

10 Seven Components of Effective Schools
Reaching Every Student The green ring outlines the seven components that are evident in effective schools. We will be doing more work on these in a minute.

11 The Context that Informs All
Reaching Every Student The pink ring sets the context within which this work is happening. Systems Thinking addresses the need for support at all levels (tri-level support) in order for us to move toward our goals. Learning Environment is the culture, facilities, supports that need to be in place. Evidenced-Based Decision Making forces us to focus and be more precise at all levels and therefore increases alignment and ease of practice. Instructional Leadership – this was identified as one of the four ‘Essential Components’ in the original SEF but our learning over the past two years helped us to realize that is and essential part of the context of what we do and needs to happen at all levels. Accountability – in order to do the work that we need to do we need the confidence of the public and we also need benchmarks for ourselves to ensure that we stay on track. When we are accountable we can articulate clearly what we do and why we are doing it. This gives others confidence in us but it also serves to clarify our direction and purpose as a learning community.

12 Activity #1 Mapping of the 7 components to the 4 Pillars
In creating our School Learning and Improvement Plans we are directed to address the Four Pillars – Catholicity, Caring, Community and Culture (CCCC) Literacy, Numeracy Pathways Take 5 minutes to look at your K- 12 School Effectiveness Framework Document and see if you can determine which of the Four Pillars most clearly maps to each of the 7 Component boxes.

13 Using Indicators and Identifying Evidence
describe the intended outcome of the actions – facts, behaviours, structures or processes which indicate if we are on the right track EVIDENCE qualitative and quantitative measures for assessing whether and to what degree indicator is being attained – what are the students doing The School Effectiveness Framework identifies a number of indicators for each of the seven components of an effective school. It is expected that boards and schools will select the indicators that will be most helpful to them in achieving the following: • a more strategic approach • an intentional allocation of resources • equity of outcomes for all students, Kindergarten to 12 Methods to gather evidence may include: Observation – informal or structured Surveys and questionnaires Self-report Demonstrations, performances (e.g. dramatic arts, subject area or program; ***SS-Spec. High Skills Major; co-op Student achievement data (e.g. EQAO data, classroom and board assessments, work samples;***SS – Student Success Indicator Data Student contextual data (attendance, participation, My School My Voice) Must ensure that the type of evidence that we gather truly informs us about the indicator that we are trying to measure. Example: Staff at a Secondary school observe that a large number students are late for classes. Developed a plan as a staff which entailed monitoring and disciplining students through punitive consequences when they were late. It was a time intensive and difficult plan to maintain. Staff noticed that it also did not have a significant impact on the problem. Decided to gather evidence of the reason for the problem through a simple student survey. The responses indicated that students wanted to be on time for class but often lost track of the time during transitions. Staff decided to put clocks in visible places in the hallways throughout the school and lateness was reduced considerably.

14 COMPONENT: Assessment for, as and of Learning
Indicator Definition: describes the intended outcome of the action of SEF component Example: A variety of valid and reliable assessment data is collected and disaggregated and used to inform planning and instruction Evidence Definition: example(s) of qualitative and/or quantitative measure to assess whether and/or to what degree indicator is being attained Example: Student achievement data are collected and disaggregated at three points throughout the year to ascertain progress in meeting targets, determine next steps and assure continuous student achievement Here is an example of an indicator from one of the 7 components on the framework,titled “Assessment for, as and of Learning”. Beside it is an exemple of evidence that would assess whether and to what degree the indicator is being achieved. (Read out)

15 Activity #2 Component groupings Think/Pair/Share:
Looking at the indicators, identify examples of evidence measures that would confirm attainment and to what degree for each indicator and record these on the chart paper. Have tables work on the component that is on the chart paper on their table. THINK; PAIR; SHARE: Think of examples of evidence measures that would be seen in effective schools and classrooms. Turn to your elbow partner and share and discuss your ideas. Share your thinking with the table. Record (with magic marker) examples of evidence beside the appropriate indicator(s). Collect the Chart paper and I will collate the examples of evidence for us to share at a later date.

16 The old framework is a resource to us
The old framework is a resource to us. It has many good examples of evidence that we can use. When working on our SLIPs we can refer to the SEF template document to assist us in developing SMART Goals for all four pathways. For example, if our data indicates that we need to bring some focus and action to the component. “Home. School and Community Partnerships” in the CCCC pathway we can use the indicators and, eventually, the examples of evidence to guide our thinking when articulating our SMART Goal for this Pathway. Caveat: (Please note that this document is draft and does not yet reflect Catholicity indicators in the Catholicity, Community, Culture and Caring (CCCC) Pathway).


Download ppt "School Effectiveness Framework"

Similar presentations


Ads by Google