relationships and collaborative inquiry for deep learning based on evidence? 9:45 Break 10:00 Build collective Presentation/Discussion knowledge about Review our focus and what we have come to understand about leading teacher leadership practices that sponsor improved outcomes for students learning for improved student outcomes 10:15 Individual Reflection - Student-Centered Leadership Develop processes for Evidence of Effective Teaching Practices providing teachers Assuming that the teachers in your school are and the with timely, specific “your class” curriculum you want them to master are the 5 effective teaching and constructive practices: feedback about teaching and learning. How will you know if your class is learning? What would constitute evidence of their learning progress? What might you look for or at to determine if progress is being made? 10:30 Problems of Practice (triads) Strengthen personal and collective learning Prepare to present your Problem of Practice by working through analysis of through as much of the structured protocol as you are able to Problems of Practice in advance of the session (see attached POP protocol). related to leadership Present the Problem of Practice to two colleagues for their issues feedback and suggestions. 11:00 Next Steps - Homework Assessment for Have your in your school) complete a Learning “class” (teachers – identifying where they see themselves in relationship to Better understand the each of the dimensions of the TEF. role of the leadership What evidence/specific examples could they provide to team in supporting the support their claims? professional learning In which area(s) have they experienced the greatest of teachers growth? How has their learning growth impacted student outcomes (engagement, learning, well-being)? Synthesize the key findings from teacher’s self reports. What has your class come to understand about effective teaching practices (TEF)? With which teaching practices have they demonstrated their greatest successes? What evidence/examples have been provided to support this claim? Which areas have teachers identified for further growth/development? What structures, processes, routines, protocols,
relationships and collaborative inquiry for deep learning based on evidence? 9:45 Break 10:00 Presentation/Discussion Review our focus and what we have come to understand about leadership practices that sponsor improved outcomes for students Build collective knowledge about leading teacher learning for improved student outcomes 10:15 Individual Reflection - Student-Centered Leadership Evidence of Effective Teaching Practices Assuming that the teachers in your school are “your class” and the curriculum you want them to master are the 5 effective teaching practices: How will you know if your class is learning? What would constitute evidence of their learning progress? What might you look for or at to determine if progress is being made? Develop processes for providing teachers with timely, specific and constructive feedback about teaching and learning. 10:30 Problems of Practice (triads) Prepare to present your Problem of Practice by working through as much of the structured protocol as you are able to in advance of the session (see attached POP protocol). Present the Problem of Practice to two colleagues for their feedback and suggestions. Strengthen personal and collective learning through analysis of Problems of Practice related to leadership issues 11:00 Next Steps - Homework Have your “class” (teachers in your school) complete a identifying where they see themselves in relationship to each of the dimensions of the TEF. What evidence/specific examples could they provide to support their claims? In which area(s) have they experienced the greatest growth? How has their learning growth impacted student outcomes (engagement, learning, well-being)? Synthesize the key findings from teacher’s self reports. What has your class come to understand about effective teaching practices (TEF)? With which teaching practices have they demonstrated their greatest successes? What evidence/examples have been provided to support this claim? Which areas have teachers identified for further growth/development? What structures, processes, routines, protocols, Assessment for Learning – Better understand the role of the leadership team in supporting the professional learning of teachers
2015_01_28_Prin_agenda.docx