Transcript CPCO/ACCEL

Partnership Between
The Literacy & Numeracy Secretariat
and
Association des directions et
des directions adjointes des écoles franco-ontariennes
The Catholic Principals’ Council of Ontario
The Ontario Principals’ Council
Curriculum Services Canada
The Challenge
Every student in Ontario will develop
reading, writing, math and comprehension
skills at a higher level by the age of 12.
Progress will be measured by ensuring that
by 2008, 75% of students reach the
provincial standard.
Ontario Ministry of Education, 2005
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Premise of LSA Project
Studies have shown that schools that
embrace the principles of professional
learning communities can increase
student achievement by improving the
learning and teaching capacity of
school leaders and teachers.
DuFour, 2005
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Capacity Building
Capacity building involves
developing the collective ability—
dispositions, skills, knowledge,
motivation and resources—to act
together to bring about positive
change.
Fullan, 2005
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Capacity-building increases the
collective efficacy of a group to
raise the bar and close the gap of
student achievement.
Fullan, 2005
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Leading Student
Achievement Project
An innovative plan for delivering
support to principals as they work
in principal learning teams to build
professional learning communities
(PLCs) in their schools.
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Goal of LSA Project
To support administrators and
teachers as they work
collaboratively in PLCs, with the
shared purpose of improving
student achievement in literacy and
numeracy.
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Who is Involved?
• Principals and Superintendents in
34 of the 72 district school boards
in Ontario
• ADFO, CPCO, OPC, CSC
• Literacy and Numeracy Secretariat
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Timeframe
Year 1 (2005-2006)
• Launch of project with 22 boards
Year 2 (2006-2007)
• Addition of 12 new boards
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Principal Learning Teams
at District Level
• Work collaboratively across school districts
to implement professional learning
communities in their schools
• Improve instructional practice by
supporting teacher capacity building
• Develop their skills as instructional leaders
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Teacher Learning Teams
at School Level
• Work collaboratively to improve practice
• Focus on literacy and numeracy practices
for the purposes of the LSA project
• Improve student achievement through
evidence-based inquiry into instructional
practice
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LSA Steering Team
at Provincial Level
The LSA project is coordinated by
representatives of ADFO, CPCO, OPC
and CSC in partnership with the
Literacy and Numeracy Secretariat.
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Support and Resources
for LSA Participants
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Support from the Literacy
and Numeracy Secretariat
• Student Achievement Officers
• LSA Steering Team
• Funding
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Support from Principal
Associations
•
•
•
•
Principal learning teams have access to
professional learning resources in
person and online
workshops, symposia, consultations
and access to the expertise of educators
from Ontario and international sources
LSA Steering Team
OPC staff
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Support by
School Districts
• Board designated resources to
support the LSA Project
• Superintendents
• Principal Program Leaders
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Online Support
Curriculum Services Canada
Interactive Website:
www.curriculum.org
• eWorkshops
• eMeetings
• Webcasts
• DVDs and Facilitator Guide
• Presentations
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Role of Research
Research helps the LSA project to determine:
• how useful the project is for those involved
• how best to provide additional assistance to
principals and teachers during this school
year as they endeavour to implement
practices that lead to improved student
learning and achievement.
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Research: Principal and
Teacher Surveys
Surveys were developed with input from
• Representatives of the three provincial
principals associations
• Principal Team Leaders
• Dr. Ken Leithwood, OISE
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Responses Anonymous
As all responses to these survey are
completely anonymous, you are asked not
to identify yourself. Individuals, schools,
and districts will not be identified in any
publications and presentations resulting
from this process.
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Accountability
Dr. Leithwood’s analysis of the data in the
surveys and his reports will provide an
assessment of the value of the LSA Project,
not of individual principals, teachers,
schools or boards.
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Considerations
• Year 1 (2005-2006) participants are recognized as
being in the early implementation stage of the
project. Overall trends are the focus of research.
• Principals and teachers new to the project in
September, 2006, are recognized as being in the
early initiation stage. Survey responses will serve
as baseline data for comparison in later stages of
the project.
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Leading Student
Achievement:
the synergy of
collaboration
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Principal
Learning
Teams
Students
Principals/
Associations
Secretariat
Improved
Student
Achievement
School
Board
Research
Team
Teachers
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If you have any questions,
please contact:
Linda Massey:
[email protected]
OPC Coordinator
Leading Student Achievement Project
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