1. PLMLC Leadership Series Thunder Bay Region Day 2 Brian Harrison, YRDSB Connie Quadrini, YCDSB Friday February 4 th, 2011

2. Minds On Give One, Get One Jot down on an index card the most important idea from yesterday On signal, get up and find somebody On signal, find a partner, share an important idea and how it relates to Paraphrase, paraphrase Signal, trade card; mill around, find a new partner Repeat Then return to table and share new card with table partners.

3. Series Learning Goal to synthesize and apply the 5 Core Leadership Capacities and Shared Leadership to improve mathematics instruction

4. Interactive Session Activities Explore evidence-based “practices” in mathematics and make connections to the 5 Core Leadership Capacities Refine Mathematics Learning Cycle Plan

5. Examining Current Research in Mathematics Research Summaries 1.CLIPS 2.Gap Closing 3.PRISM 4.CIIM 5.CIL-M

6. Research Jigsaw 1.Number off 1 through 5 at your home group. 2.Move to the appropriate location to review one of the research documents (20 min) 3.Return to your home group and provide a summary of the research (20 min) 4.Once the summaries are complete, discuss how your practices are aligned with the research. (20 mins)

7. Connecting to the Core Capacities With your district partner, identify how you might refine your plan as a result of this research. Use the 5 Core Capacities organizer to record your thinking. (10 mins)

8. Evidence-Based Practices in Mathematics With your district partner, select and review at least one of the following evidence-based examples: –YCDSB SJB Map with video – Connie –SCDSB School story – Trish –YRDSB – Brian –AforL / CIIM Case Studies – Chris identify the elements that –parallel your work –would support your challenge / opportunity

9. Evidence-Based Practices in Mathematics With your table group: Share one “ah-ha” moment from the example you reviewed and the implications for your challenge / opportunity

10. EDUGAINS

11. As you consider the ideas presented… what do you now see as the most urgent student learning need in Mathematics in your system / school?

12. How do you know?

13. What would happen if nothing changes?

14. How will you monitor progress towards the urgent Mathematics learning need?

15. As long as classroom practice stays the same student achievement stays the same image

16. “Cultural” barriers to moving forward

17. Culture of Activity

18. Cultural Shift in Schools from what we did……….to what we learned

19. Culture of Conservation

20. Imposter Syndrome

21. Fear of judgment

22. Culture of Niceness

23. Lead Knower instead of … Lead Learner

24. Impactful Leadership Dimensions Planning, coordinating and evaluating teaching and curriculum Establishing goals and expectations Acquiring strategic resources Promoting and participating in teacher learning and development Ensuring a safe and orderly environment

25. Impactful Leadership Dimensions Planning, coordinating and evaluating teaching and curriculum.34 Establishing goals and expectations.35 Acquiring strategic resources.34 Promoting and participating in teacher learning and development.84 Ensuring a safe and orderly environment.27

26. posthole A mile wide and an inch deep does not work