Transcript Principal as Lead Learner

Principal as
Lead Learner
Madoc Drive Public School
Claudine Scuccato
Discussion Overview
Implementation
Strategies
Monitoring
What Did We Learn?
Growth Mindset
 Began
with a courageous conversation
about what we can and cannot control
 A belief that all teachers and students
can learn
 Establishment of positive norms
 Embodied in our evolving Mission, Vision
and Values
 Change in what we honour and
recognize
My Theory of Action
If I provide staff opportunities to develop
their conceptual and procedural
understanding in math through co-learning
and co-planning so they are able to plan,
sequence, and connect key mathematical
concepts, then they will deepen their
student’s ability to understand and
communicate mathematical concepts,
skills and processes.
Our Professional Development
Model for Numeracy
● Responsive Professional Learning
● 8 Cycles of Co-teaching in the same
classroom to note progress over time
● A focus on a slice of math (number sense)
● Student work ALWAYS on the table
● Principal as co-learner
● Pedagogical documentation (photos,
transcripts of talk, products)
● Accessing and responding to student voice
Assessment for
Learning Tool
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Cathy Fosnot – Learning
Landscapes (strategies,
models and big ideas)
Accountability for
teachers to know
where students are at
and where we need to
go next.
Building shared
understanding of the
meaning of the
landscape – Can we
see it? Can we label it?
A Focus on the Math
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Deepen understanding of mathematical
process expectations and content
expectations (mapping nouns and verbs)
Creating a shared understanding of
curriculum and processes – being intentional
about what math we are going after
Studying mathematics and “taking a slice”
(Counting, Additive Thinking move towards
Multiplicative Thinking)
Using “Five Practices Planning Framework” to
ensure that mathematics is at the heart of the
lesson
Monitoring Progress
 Principal
always at
the table as lead
learner, modeling
an open to
learning stance
 Being vulnerable
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Accountability of the
30 Day Challenge
Frequent WalkThroughs and
Professional
Conversations
Teacher Survey
Writing on the Wall
Teacher Voice and
Choice
Shared Image of
a Successful Math
Learner
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Effective Communication
Development of
Conceptual
Understanding through
open-ended tasks
Procedural Fluency
Student-Directed
Students as strategic and
flexible thinkers
Student Centered Learning
What Did We Learn
 Student
Efficacy – a focus on what
students CAN do, capable of discussing
and labelling math – evidence through
use of vocabulary, models and strategy
use
 Teacher Efficacy – teacher learning is
relating to student learning, we are
making a difference and this is how we
know
What Did We Learn
 Importance
of honouring Teacher Voice
and Choice – if you want to change the
group you need to use the group
 Importance of Principal as Lead Learner –
shifting the conversation to an open to
learning stance
 Analysis of Student Work – moving from
deficit thinking to describing students in
an asset stance