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Principal as Lead LearnerMadoc Drive Public SchoolClaudine Scuccato
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Discussion OverviewImplementation Strategies
MonitoringWhat Did We Learn?
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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
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My Theory of ActionIf 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.
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Our Professional DevelopmentModel 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
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Assessment for Learning Tool
• 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?
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A Focus on the Math 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
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Monitoring Progress Principal always at
the table as lead learner, modeling an open to learning stance
Being vulnerable
Accountability of the 30 Day Challenge
Frequent Walk-Throughs and Professional Conversations
Teacher Survey Writing on the Wall Teacher Voice and
Choice
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Shared Image of a Successful Math Learner
• Effective Communication
• Development of Conceptual Understanding through open-ended tasks
• Procedural Fluency• Student-Directed• Students as strategic
and flexible thinkers
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Student Centered Learning
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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
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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