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PUBLIC

TCDSB PROFESSIONAL DEVELOPMENT PLAN

FOR CLASSROOM PRACTICIONERS

2014 - 2015

“Let the wise hear and increase in learning, and the one who

understands obtain guidance”

Proverbs 1:5

Created, Draft First Tabling Review

October 20, 2014 November 4, 2014 Click here to enter a date.

Dan Koenig, Superintendent of Curriculum and Accountability

Patrick Keyes, Superintendent of Student Success

Cristina Fernandes, Superintendent of Early Learning

INFORMATION REPORT

Vision:

At Toronto Catholic we transform the world

through witness, faith, innovation and action.

Mission:

The Toronto Catholic District School Board is an

inclusive learning community rooted in the love of

Christ. We educate students to grow in grace and

knowledge and to lead lives of faith, hope and

charity

G. Poole

Associate Director of Academic Affairs

A. Sangiorgio

Associate Director of Planning and Facilities

S. Pessione

Associate Director of Business Services,

Chief Financial Officer and Treasurer

Angela Gauthier

Director of Education

REPORT TO

STUDENT ACHIEVEMENT AND

WELL BEING, CATHOLIC

EDUCATION AND HUMAN

RESOURCES COMMITTEE

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A. EXECUTIVE SUMMARY

This Information Report, for the consideration of the Board, provides an overview of the

K-12 professional development (PD) plan for teachers to support student achievement as

set out in Ontario Catholic School Graduate Expectations. The teacher PD initiatives

reflect the Multi-Year Strategic Plan (MYSP) priorities and the Board Learning

Improvement Plan (BLIP) goals.

B. PURPOSE

1. Each year central staff reviews board data to determine our progress toward the

achievement of the priorities articulated in the MYSP and the goals within the BLIP.

2. Based on the patterns and trends identified in the data, Teacher Professional Learning

Plans (TPLP) are developed to support improved student achievement and well-being.

3. Other considerations in the development of this professional development plan

include student, parent, parish, teacher, federations, principal, and superintendent

feedback on our progress as well as a consolidation of the School Learning and

Improvement Plans (SLIP).

C. BACKGROUND

The K-12 Professional Development Plan for Student Achievement and Well-Being is an

annual report due to the Board of Trustees in November.

D. EVIDENCE/RESEARCH/ANALYSIS

1. The student learning needs that are the focus of our Board Learning Improvement Plan

for student achievement 2014-2018 include the following:

a) Catholic Social Teachings that form the heart and foundation for all our students.

b) Staff Engagement and Well-Being that incorporates a participatory practice into the

design and implementation of the school learning improvement plan thereby creating

a caring professional learning and teaching culture.

c) Student motivation, engagement and voice into the school learning improvement plan

to reflect the needs, diversity and interests of the school population and inform school

planning.

d) The development of partnerships with parents, guardians, family, parish and

community members so they have an opportunity to share and enhance their learning

and skills to support student learning and well-being.

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e) A clear emphasis on developing a culture of high expectations especially in the areas

of literacy and numeracy.

f) Allow for students to engage in authentic and experiential learning activities.

g) Engage in job-embedded inquiry based professional learning that informs

instructional practice to enhance student learning and achievement.

h) Use assessment for, as and of learning to help students develop their own learning

goals, monitor their progress, determine their next steps and reflect upon their

thinking to improve their own learning.

2. The Ministry of Education provides funding for teacher professional development. Many

of the initiatives listed in the plan address the objectives as outlined within their

agreement with the Board.

3. Some of the Ministry initiatives that support the Professional Development Plan include

the following:

a) Collaborative Inquiry for Learning – Mathematics

b) Building Capacity for Differentiated Instruction – Student Success

c) Building Capacity for Effective Instruction in Literacy for Adolescents – Student

Success

d) Building Capacity for Effective Mathematics Instruction – Student Success

e) Building Innovative Practice, Grades 7-10 – Student Success

f) Collaborative Inquiry for Instructional Impact – Student Success

g) Middle Years Collaborative Inquiry, Grades 7-10 Mathematics – Student Success

h) School and Cross Panel Teams: Supporting Transitions and Innovative Practices –

Student Success

i) Student Work Study – Support collaborative teacher inquiry into student learning

needs and the precise assessment and instructional strategies that close learning gaps

and improve achievement.

j) Supporting Implementation of Full-Day Kindergarten

k) Supporting Implementation of Policies and Programs

l) System Implementation and Monitoring (SIM)/ Ontario Focused Intervention

Partnership Support (OFIP)

4. The K-12 PD plan for 2013-2014 is multi-faceted and has the following components:

a) Teachers K-6 in an identified division or grade including OFIP schools (Appendix

A.1-A.3)

b) Teachers 7-12 in Literacy (Appendix B)

c) Teachers 7-12 in Mathematics (Appendix C)

d) School Administrators – Leading Student Achievement (LSA) K-8, Secondary

Schools Principals’ meetings

e) Secondary Schools’ Department Heads and Principals

f) Student Success Initiative (SSI)

g) Teachers in specific subject areas

h) Professional Development for staff to support faith development and pastoral care

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i) Professional Development to support student and staff well-being (i.e. Stop the

Stigma, Mental Health Strategy)

j) Professional Development for teachers in Pathways Planning (7-12) (Appendix D)

k) Professional Development for Early Years (Appendix E)

l) Professional Development for local school learning networks (Student Success

Learning Networks)

E. METRICS AND ACCOUNTABILITY

1. Multiple measures to inform student learning and improvement as well as the

professional development plans are to be utilized.

2. Achievement data consisting of EQAO results, CAT4, Pass/Fail Rates, Report Card

data, Credit Accumulation and Graduation Rates will be reviewed as the data

becomes available.

3. Perceptual Data consisting of student and staff surveys include the following: Safe

and Caring Catholic School Climate, My School My Voice, Student Transition: Your

Move to High School, EQAO student and teacher questionnaire, Student Success

Year End Reflection, School Effectiveness Framework Self-Assessment and other

surveys collected by staff to inform and support professional learning sessions.

4. Other data that will be reviewed and analysed will include: School Learning and

Improvement Plans, student work, Learning Walks, Program Data, Collaborative

Inquiries and Senior Staff visits to schools and professional development sessions.

F. CONCLUDING STATEMENT

This report is for the consideration of the Board.

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APPENDIX A.1

TCDSB K – 6 Literacy Professional Learning Plan 2014-2015

TCDSB K – 6 LITERACY PROFESSIONAL LEARNING PLAN

2014 - 2015 Goals Initiative/Subject Details Grades # Schools # Teachers # Days Responsibility Time Lines

- to engage educators in on-going collaborative inquiry to improve student learning in literacy.

- Literacy Inquiry Teams

-Primary : Grades 1-3 or Junior: Grades 4-6 -educator inquiry focused on student learning and dilemma of practice

1-3 4-6

Schools that have

selected literacy as

their area of critical need

25 schools x 4 teachers x 4

days

400 Literacy Resource Team

October to April

-to engage in collaborative inquiry focusing on K-2 learning

-Pedagogical Documentation -Connecting existing structures in Comprehensive Literacy with inquiry based learning

One school per area in collaboration with our K-2 colleagues Include release time for teachers and ECEs

K-2 8 schools 1 per area

Approximately 5 teachers per

school Release time

for ECEs

160 In collaboration with K-2 Team

October to April

-to support teachers who are new to EQAO

-Administration -Instructional approaches and strategies -Structure of the assessment

Grades 3 & 6 teachers who are new to the grade

Grades 3 and 6

All 4 full days sessions

2x30 for Grade 3

2x30 for Grade 6


November 25 –Grade 3 November

27 -Grade 6

-to support teachers who are new to primary or junior/intermediate

-Curriculum -Assessments -Strategies and Approaches -Resources

Grades 1- 8 Focus on board assessments and framework for instruction: Comprehensive Literacy and Literacy in the Middle Grades.

Teachers new to

the division

All 140 teachers across the

system


October 3, 8, 9 and 10

Page 38 of 85

APPENDIX A.1

TCDSB K – 6 Literacy Professional Learning Plan 2014-2015

To bring alignment to the assessment 3-8 and to align questions to the Ontario Curriculum

Pilot research on Grade 3 QCA in collaboration with research

-QCA questions for grade 3 must be rewritten to meet curriculum expectations -Revisions must meet research standards

Grade 3 All Minimum 1 school per area

8 schools x 2 teachers X 3

days

48 Literacy Resource Team and Research Department

September and January

-to give teachers the opportunity to self-select professional learning

Reading for the Love of It (RFTLOI)

One teacher per school All All One teacher per school is selected to

attend

170 February 9 & 10

-assist School principal and SIT with professional learning

Support for (Independent) Self Directed Learning Schools

-literacy resource teachers are available to assist schools with learning plan

28 schools

Those not in LITs

Up to 5 days per school


October - June

-to support teachers who are new to 5th Block/JLI -to engage in collaborative inquiry

-Selection and Demission Procedures -Assessment measures -Strategies and Approaches -Programming -Collaborative Inquiry

Ongoing professional learning for New to 5th Block and JLI teachers

All 5th

Block

and JLI Teachers

All 5th

Block and JLI Schools

4 days for all teachers

4 additional days for new to

5th

Block/JLI teachers

140 5th Block and JLI Leads

September – 3 days

October 1 Day

January 2 day

May 1 day June 1 day

Page 39 of 85

TCDSB K - 6 Mathematics Professional Learning Plan 2014 - 2015

APPENDIX A.2

TCDSB K - 6 MATHEMATICS PROFESSIONAL LEARNING PLAN

2014 2015

Goals

Initiative/

Subject

Details

Grades

#

Schools

#

Teachers

# Days

Responsibility

Time

Lines

Develop understanding of Math Orientation to EQAO 60 45 New P 1 day x Math Co-ord Oct 2014

mathematics program planning Orientation mathematics instruction Gr3, 6 (20X3) P 58 New J 263 Math RT and instruction in relation to Ontario mathematics

curriculum, EQAO assessment

practices and board

improvement goals, like LG, SC,

and programing for

teachers:

-‐New to EQAO

-‐New to the Grade

New to

Grade

Gr1 to

Gr6

(20X3) J

(20X4) 3

(20X4) 6

80 Gr3

80 Gr6

teachers

=263

days

DF

Develop math content and Math Study Collaborative inquiry/ Gr 4 schools 15 to 20 6 days x Math Co-ord Oct 2014 to

pedagogical knowledge in Group study sessions with 1 local 4/5/6 x 4 grps teachers 270 SS coaches May 2015

relation to analysis and monitoring of student learning

and achievement using inquiry/

study, co-‐‐teaching and public

research lessons

study sessions (public

research) with MRT follow-‐‐

up in schools (4 schools per

group)

= 64

schools

x 16

groups =

270

teachers

teachers

= 1620

days

Math RT

Develop math content and Focused monthly sessions, PAL sign-‐‐ Gr 2 to 7 20 139 Math Co-ord Nov 2014

pedagogical knowledge in Learning up, focused on hot topics; 6 sessions teachers teachers Math RT to

relation to analysis and

monitoring of student learning

and achievement

Sessions for example:

-‐‐ LG, SC, DF

-‐‐ Bansho (Board-‐Writing)

over 3

months

per

session =

139

x 3 days

= 417

days

21C RT March

2015

-‐‐ Mental Math Strategies teachers

-‐‐ Co-‐Constructing Success

Criteria in 3 part problem

solving lesson

-‐‐ Learning Trajectories P,J Investigate, study math

content, implement related

instructional strategies and

analyse and monitor its impact

on student learning and

achievement; Summarize

results of study and analysis in

a curriculum resource

document

Math

Working

Group

monthly sessions

-‐Kindergarten Math (3)

K 8 schools 15 15x3 day

=45 days

Math Co-ord

Math RT

Early L RT

21C RT

Sept 2014 to

June 2015

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APPENDIX A.2

Develop strategies for using Knowledge student and teacher use of Gr 6 10 2 3 days x Math Co ord Jan 2015 to

Knowledgehook web-‐‐based hook Pilot web-‐based self-‐directed schools teachers 20 = 60 Math RT June 2015

program for student self-‐‐

directed learning and

classroom instruction

learning, practice and

assessment program

designed with gaming

x 10

schools =

20

days SS Coaches

principles (follow up from teachers

Gr9app use in 2013-‐2014) Develop math content and

pedagogical knowledge After School

Learning

Sessions

Learning focus identified by

host school

K to 6 4 schools

x 4

regions =

16

schools

25

teachers

x 16

schools

= 400

NA Math Co-ord

Math RT

Oct 2014 to

April 2015

Study and develop SPED SPA -‐‐ classroom and special 2 to 6 24 1 SPED 5 days x Math Co-ord Oct 2014 to

collaborative planning and Mathematics education teachers co-‐plan schools and 1 48 Math RT April 2015

instructional practices for differentiating mathematics

instruction using Leaps and

Bounds within Tier 1 and 2

Working

Group 1

and implement use of

Leaps and Bounds in Tier 1

and 2 settings

( 3 per

region)

classroom teachers

per school

teachers

= 240

days

APTs

SS Coaches

settings; Summarize results of

study and analysis through

writing a curriculum document

Develop math content Math Studying mathematics K to 6 7 schools 2 6 days x Math Co-ord Jan 2015 to

knowledge Concept content deeply using math teachers 14 Math RT June 2015

Study Group concept study processes per grade teachers

and strategies from x 7 = 64

Kindergarten to Grade 12 schools days

(2 teachers per each grade) =14

teachers Develop math content and

pedagogical knowledge within

the context of school and

regional leadership contexts

Math Leadership

-‐Focused learning session

on math leadership

strategies (e.g., Math Reps,

teachers taking AQ courses

or doing public research

lessons)

K to 6 14 schools

14 teachers

3 days

x 14

teachers

= 42

days

Math Co-ord Math RT

Dec 2014

to June

2015

Develop math content and

pedagogical knowledge OAME Local

Conference

Toronto

Educator self-‐selected

mathematics learning

sessions (after school)

K to 6 168

schools

2

teachers

x 50

schools =

100

teachers

none Math Co-ord

Math RT

Oct 2014

Page 41 of 85


APPENDIX A.2


pedagogical knowledge OAME

Provincial

Conference,

Toronto

educator self-‐selected

mathematics learning

sessions (full day)

K to 6 168

schools

1 teacher

x 168

schools =

168

teachers

1

teacher

x 1 day

= 168

days

Math Co-ord

Math RT

May 2014


pedagogical knowledge Math AQ and

ABQ Courses

-‐100% subsidization of AQ

and ABQ PJ Math Part 2

course developed by TCDSB

Math Dept

K to 8 N/A 28

teachers

none Math Co-ord Sept 2014

to July

2015

Jump Math Pilot Math

Learning

Implement a Math pilot in

10 schools using Jump Math

3 to 8 10 schools 35 teachers

35 teachers x 3 days = 105 days

External support – liaising with Math and Research Dept.

December

2014 to

June 2015

Page 42 of 85

APPENDIX A.3

TCDSB K-12 SEF Professional Learning Plan 2014 - 2015

Initiative Grade Levels Schools Timelines Days Responsibility Details Notes

District Review

K-12 Year 4 Schools Sept-June Four (Phase 1, 2, & 4)

Schools 42 x 4 Teachers x 3 Days

Focus on school identified area of focus and refining of SLIP post review

District Review Support

K-12 Year 4 Schools Dec 12 & April 15

Four Central Resource and Research Teams

41 x 4Teachers x 1

Focus on supporting all schools involved in DR in a cross panel PD opportunity supporting the most commonly identified SEF indicators

Student Work Study

K-12 Volunteering Schools

October-May As determined by school need

SWS Team Various Focus on learning about SWS project, student learning and research findings provincially and locally.

SWS CI K-1, 7-8 From Volunteering SWS Schools

October-June

Six SWS Team 4 Schools X4 Teachers X 6 days

Area of inquiry determined by group

SWS/Math/FI/21C French Immersion Schools

October-June

Five SWS/French/Math/21C

5 schools X 5 teachers X 4 days

Area of Math inquiry determined by group

SWS/ELL Volunteer Schools with high ELL population

October –June

Four SWS/ELL 4 schools X 4 teachers X 4 days

Area of inquiry determined by group

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APPENDIX B

TCDSB 7-12 Literacy Professional Learning Plan 2014-2015

TCDSB 7 - 12 LITERACY PROFESSIONAL LEARNING PLAN


Support schools develop literacy

plan

Data Review for Literacy Teams

Schools divided over three days

Schools select one of the three days to attend

Literacy Leads, Special Education Department Heads, one other staff and an Administrator

9 – 12 33 3 per school 100 Student Success Literacy Team

September

Days to help schools

implement literacy plan

Support for local Literacy Teams

Meet with local school Literacy Teams to provide support that is targeted to local needs

Work with teams to create and implement a plan for literacy

9 - 12 33 As required Up to 12 per

school

Local School with assistance from Central Team as needed

Ongoing

Support Administration

of OSSLT

Teachers supporting OSSLT administration

Release days to support local school communities

9 - 12 33 As required Up to 3 per

school 3 x 33 =

99

Local School March

Provide literacy based

professional learning

Literacy Conference for English Teachers

Schools attend one day

Focus on the reading /writing workshop in English (student choice, engagement, etc.)

9 - 12 33 5 per school Up to 5 per

school 5 x 33 =

165

Student Success Literacy Team

-guest speakers

October

Share cross curricular writing

strategies

Stepping Out Writing Teachers attend by department, once in Mar and once in Apr

English, CWS and Science departments, Literacy Lead and Spec Ed teacher

9 - 12 6 (only remaining

schools who have not received resource)

4 per school 4 x 6 = 24

24 X 2 = 48

Student Success Literacy Team

March/April

Improve student learning and

engagement by providing

responsive and intentional

teaching through inquiry

Literacy Collaborative Inquiry(focus on applied

level)

4 days per team (each school 2 – 4 teachers)

3 days full session – 1 day @ school (co-planning, teaching and reflecting)

Central support with analyzing student artefacts

9 – 10 (but

senior grades

also welcome

Voluntary 4 per school Approx. 60

teachers total

240 (i.e. max

of 60 teachers X 4 days)

Student Success Literacy

Team/Research Department

Nov/Dec/Feb

Develop cross panel learning conversations

Grade 7 – 9 Literacy Learning Series, focus on

Collaborative Inquiry

Teachers sign up for three part series to engage in job embedded Professional Learning

7 - 9 Depends Depends 30 (teach) x 4 (days)

Student Success Literacy Team Collaboration

Mar/Apr/ May

Page 44 of 85

APPENDIX B

TCDSB 7-12 Literacy Professional Learning Plan 2014-2015

September 2014

through educator inquiry

Topics developed based on needs identified by our teachers last year (exit slips, feedback forms)

Literacy, AICT, Arts, FNMI etc…

= 120 120 X 3

=(sessions)= 360

with other curriculum areas (Arts, Religion,

21C)

Continue Insignia (ILS) roll out

Library: Learning Commons

Professional learning and networking for elementary library technicians

7 - 8 133 Elementary

Schools

One 133 Insignia personnel (ICT) Coordinator

Aug/Sept Refresher in

Oct

Self-Selected PD Reading for the Love of It Provide release day for one teacher from each elementary and two teachers from each secondary school to attend

Conference cost also covered

9 - 12 All schools Two per secondary

66 Conference Feb

Ongoing co-learning with literacy teams

Literacy Leads Meetings Share strategies and MOET updates, focus on previously eligible students

Monitor literacy plan implementation

Review adaptive technology

9 - 11 All Schools One or two 66 Student Success Literacy Team

Oct/Dec/Feb/May/

Ongoing co-learning with department

heads

English Department Heads Meetings

follow up with areas of focus (e.g. as decided at department heads conference)

discuss issues and concerns

learning skills focus

9 - 12 All Schools one 33 Student Success Literacy Team

Dec/Apr/May

(plus dept heads sym)

Ongoing co-learning with

teacher librarians

Teacher Librarian Meetings follow up on topics of interest as generated by teacher librarians

delve deeper onto “Learning Commons” OLA document

All Schools one 33 Coordinator Oct/Feb/Apr/May

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TCDSB 7 - 12 Mathematics Professional Learning Plan 2014-2015

Appendix C

TCDSB 7 - 12 MATHEMATICS PROFESSIONAL LEARNING PLAN

2014 - 2015

Goals Initiative/ Subject

Details

Grades

# Schools

# Teachers

# Days

Responsibility

Time Lines

Develop understanding of mathematics program planning and instruction in relation to Ontario mathematics curriculum, EQAO assessment practices and board improvement goals, like LG, SC, DF

Math Orientation Orientation for teachers - New to the Grade 7 and 8 - EQAO Grade 9 applied (2 sessions*) - Pre-Applied Grade 9 Course

Gr 7,8 Gr9 App

N/A 32

30 + 30+ x 2 60+5

1 day x 30 + 2 days x 30 + 1 day x 60 1 day x 5 = 155 days

Math Coord Math RT SS Math Coach Writing Team (5 teachers)

Oct 2014*

Nov 2014

Feb 2015*

Develop math content and pedagogical knowledge in relation to analysis and monitoring of student learning and achievement using inquiry/study, co-teaching and public research lessons

Math Study Group

Collaborative inquiry/study sessions with 1 local study sessions (public research) with MRT follow-up in schools for math focused SSI groups

Gr7 and 8

8 schools

20 teachers x 2 groups = 40 teachers

40teachers x 4 days = 160 days

Math Coord Math RT SS Math Coach

Jan 2015 to May 2015

Develop math content and pedagogical knowledge in relation to analysis and monitoring of student learning and achievement using inquiry/study, co-teaching and public research lessons

Math Study Group

Collaborative inquiry/study sessions with 2 local study sessions (public research) with MRT follow-up in schools for math focused SSI groups

SSI Gr 9 app

8 schools

24 teachers

4 days x 24 teachers = 96 days


Nov 2014 March,

May 2015

Investigate, study math content, implement related instructional strategies and analyse and monitor its impact on student learning and achievement; Summarize results of study and analysis in a curriculum

Math Working Group

5 monthly sessions, focused on shared topic - Flipped Classroom

Gr 7, 8, and/or 9

8 schools

10 teachers



Sept 2014 to June

2015

Page 46 of 85


resource document

Develop strategies for using Knowledgehook web-based program for student self-directed learning and classroom instruction

Knowledgehook Learning/Practice/ Monitoring Math Software System Wide Implementation

student and teacher use of web-based self-directed learning, practice and assessment program designed using gaming principles (follow to Gr9app use in 2013-2014)

Gr 9 applied

32 schools

3 teachers per schools

3 days x 10 schools x 3 teachers = 90 days 2 days x 22 schools x 3 teachers = 132 days

Math Coord Math RT SS Coaches

Oct, Nov 2014 Feb 2015

Develop math content and pedagogical knowledge in relation to analysis and monitoring of student learning

Whole Math Dept Learning Sessions

School Math Dept self-identified learning focus

Gr9 to 12

32 schools

7 teachers x 32 schools = 224 teachers


Math Coord Math RT SS Coaches

Oct , Dec 2014

April 2015

Develop math content and pedagogical knowledge in relation to analysis and monitoring of student learning and achievement

Focused Learning Sessions

-3 monthly sessions, PAL sign-up, focused on hot topics of interest - Learning Trajectories - Mental Math Strategies - Differentiating Math Intervention (Leaps and Bounds) - Learning Goal, Success Criteria and Descriptive Feedback - Learning and Teaching Math Through Problem Solving - Learning Skills in Mathematics - Grade 7 and Common Math Assessments - Bansho (Board-Writing)

Gr 7, 8 9 and/or 10

NA 25 teachers per session

25 teachers x 8 sessions x 3 days = 600 days

Math Coord Math RT SS Coach

Oct 2014 to May 2015

Develop math content and pedagogical knowledge in relation to analysis and monitoring of student learning and achievement using inquiry/ study

After School Sessions

Learning focus identified by host school

Gr 7, 8 4 schools x 4 regions = 16 schools

25 teachers per session

NA Math Coord Math RT SS Coach

Nov 2014 to April

2015

Page 47 of 85


Develop math content knowledge

Math Concept Study Group

Studying mathematics content deeply using math concept study processes and strategies (2 teachers per each grade) from Kindergarten to Grade 12

Gr 7 to 12

6 schools

2 teachers per grade x 7 schools =13 teachers

7 days x 12 teachers = 84 days

Math Coord Math RT

Oct 2014 to June 2015

Develop math content pedagogical strategies, leadership strategies

Math Heads Meetings

Learning Skills and leadership professional learning

Secondary

32 schools

1 teacher per school

1 day x 32 teachers = 32 days


Sept 2014 Feb, May

2015

Develop math content and pedagogical knowledge

OAME Local Conference Toronto

educator self-selected mathematics learning sessions (after school)

Gr9-12 32 schools

2 teachers x 32 schools = 336 teachers

none registration fees

Math Coord Math RT

Oct 2014


OAME Provincial Conference, Toronto

educator self-selected mathematics learning sessions (full day)

Gr7,8 Gr9-10

168 schools 32 school

1 teacher x 200 schools = 168 teachers 3 teachers x 32 schools = 96 teachers

none registration fees 200 teachers 1 day x 96 teachers = 96 teachers

Math Coord Math RT

May 2015


Math AQ and ABQ Courses

-partial subsidization of ABQ Intermediate Math course developed by TCDSB Math Dept

Gr 7 to 10

N/A 15 teachers

none cost of tuition

Math Coord Sept 2014 to July 2015


Teacher Resources and student learning materials

Gr7 to 9

N/A N/A

Page 48 of 85

APPENDIX D

TCDSB 7-12 Pathways Professional Learning Plan 2014-2015

TCDSB 7 - 12 Pathways PROFESSIONAL LEARNING PLAN


Increase number of SHSM programs across TCDSB schools

Support for potential new SHSM applications

Meet with school teams to increase capacity for preparing a school application for a new SHSM program including local coaching meetings

11, 12 8-12 3 per school 1 SHSM team Sept-December

Increase capacity for SHSM implementation of approved first year programs

1) SHSM planning day for newly approved programs

School teams work through an implementation planning template to ensure that all elements of SHSM deliverables are put in place for following year

11, 12 8-12 3 per school 1 SHSM team May

2) New lead teachers symposia

Generally ministry-run and supported - 11,12 8-12 2 per school 3 SHSM team May

Increase capacity for implementation of existing SHSM programs

1) SHSM symposium for all existing programs

Full day learning session; sharing of best practices ; Capacity building co-learning activities; Team-building opportunities to support cohesion within school teams

11,12 26 3 per school 1 SHSM team September

2) SHSM: Ongoing, school based team meetings

School-embedded review and support meetings aimed at building capacity and sustainability

11, 12 28 112 1 SHSM team Sept-June

3) SHSM: CLA implementation exploration and workshops

Contextualized Learning Activity support-exploration of meaningful CLA opportunities around the greater GTA area

11,12 28 112 1 SHSM team October-May

Support professional learning in guidance departments

1) Guidance Professional Learning/Trillium Training for teachers new to guidance

Joint efforts with Pathways and Trillium team to help build capacity in teachers new to the guidance role

9-12 10 6-12 yearly 3 Guidance Resource Teacher

June, Sept, Oct

2) On-going learning with Guidance Department Heads

Areas of focus; issues of concern; Trillium compliance; co-development of implementation plans for CPS

9-12 33 1 per school 8 half days

Guidance Resource teacher

October-May (8 mtgs)

3) Optional PAL sessions for counselors interested in building capacity in the role

Areas of focus: aspects of the guidance role-transcript review; Credit Counselling Summaries; credit substitutions;

9-12 33 25 3 half days

Guidance Resource teacher

Page 49 of 85

APPENDIX D


Implementation of CPS Program and policy

1) Pathways -Gr 10 Professional learning and sharing day for teachers of Career Studies (GLC2O)

10 33 50 1 Pathways team October

2) Pathways-Gr 7 Full day session for all grade 7 teachers: Implementation of IPP as well as Learning Skills and Work habits

7 All elementary schools

200 1

Pathways Team

October

3) Pathways-Gr 8 Post-secondary exploration days-Apprenticeship, Colleges (including applied degrees) transfer Ontario to assist Gr 8 teachers with implementation of IPP

8 Offered to elementary schools

100

1 Pathways Team May

4) My Blueprint learning sessions for school teams in preparation of on-line course selection

School counselors, administrators, student success, special education and interested librarians to build capacity in supporting students with online course selections and educational plans Concentration on myBlueprint counselling tools

9-12 32 100-150 3 Guidance Resource teacher

Nov-Dec

Implementation of Student Success strategy

1) Professional Development Days for Credit Recovery teachers

One credit recovery teacher from each school to engage in differentiated professional learning and sharing of promising practices

9-12 33 1 per school 2 Student Success

Resource Teacher

September and February

2) Professional Development Days for Student Success Team leaders from each secondary school

One student success teacher from each school—sharing of best practices and ministry updates with a focus on students at risk of not graduating

9-12 33 1 per school 4 Student Success

Resource Teacher

September, January,

March, May

Expansion of cooperative education programs including awareness for OYAP and Dual credit

1) Cooperative Education Sessions –opening year workshops

Two-day conference; sessions sharing best practices and ministry and sector updates including OSBIE, Ministry of Labour

11, 12 32 40-60 2 Co-op and OYAP Resource

Teachers

September

2) Support for use of Cardinal Management system

Cardinal Management system updates 11, 12 All secondary

schools

40-60 1 Co-op resource teacher

November

3) Co-op writer work sessions

Support workshops aimed at increasing teacher capacity and fluency with Co-op Writer

11,12 All secondary

schools

20-40 2 Co-op resource teacher

October-March

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APPENDIX D


4) OYAP Lunch and Learn (professional learning sessions)

Raising awareness about reach-ahead and apprenticeship opportunities within co-op, guidance and technological education teachers

11, 12 All secondary

schools

50 3 OYAP resource teacher

November-May

5) On-going learning with cooperative education teachers

Areas of focus; issues of concern; sharing practices about implementation of 6 necessary elements of cooperative education programs

11,12 32 50 4 half days

Co-op resource teacher

Sept-May

Support for technological education and other non-traditional progams

1) Professional learning and sharing opportunities for teachers of Technological education

Concentration on safety and application of transferrable skills Support for sharing of successful practices

9-12 32 1 per school 4 half days

Technological education resource teacher

October-May

2) Apprenticeship Teacher Forum

Professional learning about apprenticeship and benefits of non-traditional destination pathways

9-12 Offered to all schools

25 1 OYAP/Co-op/ Technological

Resource Teachers

October

Self-selected PD Professional learning within provincial conference: OSCA

Conference registration for one teacher/counselor from each secondary school and all elementary counsellors

7-12 50 1 per school and 16

elementary counsellors

3 Coordinator November

Professional learning within provincial conference: OCEA

Conference registration for one co-operative education teacher from each secondary school

11-12 32 1 per school 3 Coordinator April

Professional learning within provincial conference: OCTE

Affiliation with OCTE allows for participation of Technological Educators at provincial conference

9-12 33 1 per school 3 Coordinator Spring

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TCDSB K - 6 Early Years Professional Learning Plan 2014-2015

APPENDIX E

EARLY YEARS PROFESSIONAL LEARNING PLAN 2014 - 2015

Goals

Initiative/ Subject

Details

Grades

# Schools

# Teachers

# Days

Responsibility

Time Lines

CONTINUITY OF EARLY YEARS PROGRAM AND BUILDING COHERENCE KINDERGARTEN TO GRADE 2

Early Years School Guided Team Planning A guided team planning opportunity to support the planning by all early learning teams as they begin a new school year.

As an important member of the E.Y. team, the principal along with the kindergarten educators, will participate together in the day’s planned activities. Principals will facilitate their team’s capacity building at their respective schools. Teams are to select a guiding principle and resources from the framework provided, to support the conversations and activities. Teams must submit a brief outline and access an on-line survey in order to respond to the reflection questions provided.

FDK SK/Gr.1 PFLC B&A Programs

All schools Years 1-5

407 teachers 407 DECEs 55 SK/Gr.1 teachers

462 407 (DECE)

Principal and local teams

Day decided locally September 22

nd to

October 17

th

inclusive


Part #2 Orientation for staff new to Full Day Early Learning Kindergarten

Session will provide opportunities to: *examine the importance of “teams in action” *self-regulation *re-think play as a vehicle for learning *documentation as assessment *network with colleagues

New FDK SK/Gr. 1 PFLC

Year 5 and new to FDK Years 1 - 4

140 teachers 120 DECEs 40 SK/Gr.1 teachers (estimate)

180 120 (DECE)

The Early Learning Resource Team

October 7,8,9,15,16

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Autism Training Strategies to support students on the Autism Spectrum. Early Identification and Intervention.

FDK Self –selected Board-wide

FDK teams (15 teachers, 15 DECEs) *3 sessions

45 45 (DECE)

Autism Resource Staff in collaboration with Early Learning

October 7, 15 & 21


FDK/Health & Physical Education

Strategies to support: *HPE specialist model *FDK program overview *Flow of the day *activities, assessments, resources

HPE/ FDK Specialists

Self-selected Board -wide

41 Specialists

41 HPE Resource teacher and former PLN teacher/ facilitator

October 7

BUILDING UNDERSTANDING OF INQUIRY – THEORY INTO ACTION

Theory to Action: A Professional Series (T.A.P.S.)

Building Our Understanding of Inquiry This PLC series will delve deeper into inquiry and what it means to take an inquiry stance. What does inquiry and experiential learning look like in K, Grade 1 or Grade 2? Goal: to build continuity of learning and teaching strategies.

FDK Grade 1 & Grade 2

Years 1-5

15 teachers 6 DECEs *6 sessions

90 36 (DECE)

Early Learning Resource Team in collaboration with Andrea Cousineau from the Jackman Institute

Nov. 19 December to April


TCDSB and DPCDSB (Cross Board Series) Year 2 collaboration

This collaborative inquiry will provide educator teams the opportunity to explore deeper the needs and questions that best reflect their learning spaces. Facilitators will highlight big ideas that arise from the group. These sessions will be collaboration between TCDSB and Dufferin Peel Catholic SB

FDK Grade 1 & Grade 2

Years 1-4

4 teachers 4 DECEs *4 sessions

16 16 (DECE)

Early Learning Program/ Resource Leads

TBD in collaboration with DPCDSB

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Evergreen Brick Works Conference

“All Hands in the Dirt” This 2 day annual professional’s forum explores new ideas and innovations in children’s outdoor learning spaces in conversation with international/national leaders in the fields of school ground design and programming. Participants will engage in hands-on learning and knowledge sharing; walk away with concrete tools and inspiration for connecting children to nature.

Early Learning Teams

Years 1-4 By invitation

14 teachers 3 DECEs 5 Program Leads plus including Registration fees

14 3 (DECE)

Facilitated by Evergreen’s education and design experts

October 24 (code) & 25

DEVELOPING SUPPORTS FOR INDEPENDENT LEARNING

Mental Health and Well Being Kindergarten Training Session in collaboration with ETFO

The day-long training for FDK teams will provide support and tools to recognize, reduce and manage stress in the lives of children. Participants will also learn the importance of managing their stress and their role in modelling positive coping strategies in the classroom. The session will address the importance of self-regulation and is directly linked to the Ontario curriculum.

FDK Teams Year 5 15 teachers 15 DECEs

Anne Murray, Program Manager from The Psychology Foundation of Canada

October 22

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CONTINUITY OF EARLY YEARS PROGRAM AND BUILDING COHERENCE KINDERGARTEN TO GRADE 3 *BUILDING UNDERSTANDING OF INQUIRY – THEORY INTO ACTION

Kindergarten to Gr.3 Literacy and Inquiry Series

A collaborative professional learning series that will explore the impact of inquiry on student learning across the grades with a focus on the literate learner.

FDK to Grade 3 (must include the SK/Gr.1)

One school per area (total 8)

5 teachers 1 DECE *4 sessions

160 32 (DECE)

Early Learning and Literacy Teams

TBD

*CONTINUITY OF EARLY YEARS PROGRAM AND BUILDING COHERENCE KINDERGARTEN TO GRADE 2 *BUILDING UNDERSTANDING OF INQUIRY – THEORY INTO ACTION

Math Inquiry A collaborative inquiry that will provide opportunities where educators, through hands-on learning experiences deepen their understanding of mathematics, taking theory into action in the early years.

FDK teams Years 1-5 15 teachers 15 DECEs *3 sessions

45 45 (DECE)

Early Learning and Numeracy Teams

TBD


NTIP Kindergarten Program

Understanding the program tenets of full day early learning kindergarten

NTIP K teachers

System -wide

TBD 1 full day code

Early Learning Resource staff; NTIP

October January


Learning Modules KMODS

On-line modules reflecting different principles of FDK, will be made available to educators/administrators for the independent professional learning. Modules will be accessible via the portal.

Years 1-5 *Educators *Administrators *Specialists

System -wide

Open Codes not required

Early Learning Resource Staff

Regular series TBD

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C.I.A.O. Café Collaborative Interactive, Afterschool Opportunities

This after school Webinar series presented by FDK educators, will offer interactive and informative clinics for educators interested in learning. Modules will be accessible via the portal. *Blogging *Instagram: Engaging Families in Real Time *Twitter: A Communication and Professional Learning Tool *SKYPE: Communicating and Connecting To World Communities *Tools of Documentation: Exploring Apps that Capture Learning

K to 3

System - wide

Open Codes not require

Early Learning Resource Staff, FDK Educators

Winter 2015 1 session per month *6 sessions TBD


(A) Inspiring Spaces: Environment as Third Teacher

One day session will examine the learning environment as third teacher. Educators will visit a learning space and then debrief. Opportunity will be provided to teams to transfer the learning to their own spaces. 3 separate sessions

FDK Year 5 schools

FDK Teams (teacher and DECE) *15 different teams for each day (3 sessions)

15 teachers X 3 sessions = 45 and 15 DECEs X 3 sessions = 45

Early Learning Team and the team facilitators --EME group members (Educators Mentoring Educators

Late Fall/Winter

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(B) Inspiring Spaces: Environment as Third Teacher / EME Support (Educators Mentoring Educators)

**Sessions A & B will operate in tandem as one supports the other.

The EME group will participate in two professional development sessions. The first session will be to prepare for the “Inspiring Space” visit by other educator teams (see above). The second session will be time allocated for the visits to their spaces by Year 5 teams. The third session will occur after the visit, to reconnect as the EME group, to debrief and set goals moving forward.

FDK Mentors

System-Wide

FDK Teams 8 teachers X 3 sessions = 24 And 8 DECEs X 3 sessions =24

Early learning Team and the EME facilitators

Late Fall/Winter

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