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ML²N - Our final journey together

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Amazing Grace video

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Reflecting on your Feedback

Feedback and conversation have indicated a need to highlight - there are also other lookfors such as the SEF indicators (School Effectiveness Framework), Fosnot’s landscapes

We’d like to explore this with you further: there are many tools that help us understand what effective instruction looks like and sounds like when it’s in place, our challenge is how do we support teachers, administrators and SO’s to develop the skills and knowledge

Marion Smalls Look fors:

Look fors are similar to curriculum expectations - it’s what we want to see in the end - but how do we get there, and what are the steps along the way

A continuum of learning helps us understand the stages of development - and acknowledges that we’ve all been at that stage at some time

Let’s look at Look fors in the same light

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Building on the Work of Lawson’s Continuum

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Supporting the Development of Teacher Moves

Worthwhile Mathematical Tasks

Tools and Representations

Classroom Discourse

Non-Threatening Classroom Environment

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Gordon’s Ladder

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Gordon’s Ladder

Unconsciously Unskilled

You don’t know what you don’t know

Consciously Unskilled

You are aware of your lack of knowledge

Consciously Skilled

You seek the knowledge you lack and have to practice

Unconsciously Skilled

You do things without thinking about them

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The Pedagogical System in Action

Worthwhile Mathematical Tasks

Tools and Representations

Classroom Discourse

Non-Threatening Classroom Environment

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Video Viewing Activity Instructions

Find in your folder the package of leadership moves to support the pedagogical systems
Arrange yourselves into groups of 3
Each person choose a different continuum to focus upon for video observation
You will be asked to record your information with regards to your part of the pedagogical system

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Video Viewing Protocols

Teachers have offered these lessons for us to observe and learn from
Remain asset based
Honour where they are on the continuum and think about our leadership moves to support

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Meet Crystal

Jot down Crystal’s name beside any of the Skills/Knowledge that you feel she has displayed with her class

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Video

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Turn and Talk

Share with your triad what you have observed
Remember to remain asset-based
How does Crystal’s work develop a Non-Threatening Classroom Environment?

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So what are your small leadership moves?

Complete the bottom of the chart with your triad:

What moves, supports, knowledge and skills will you need to develop in order to support Crystal to move along the continuum?

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Meet Michael

Jot down Michael’s name beside any of the Skills/Knowledge that you feel he has displayed with his class

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Video

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Turn and Talk

Share with your triad what you have observed
Remember to remain asset-based
How does Michael’s work develop a non-threatening classroom environment?

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So what are your small leadership moves?

Complete the bottom of the chart with your triad:

Add any thoughts you may have after seeing Micheal’s class.

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Lucy West: Descriptive Feedback - Principal to Teacher

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Components of Training	Knowledge	Skill	Transfer
Study of Theory	10%	5%	0%
Demonstration	30%	20%	0%
Practice	60%	60%	5%
Peer Coaching	95%	95%	95%

~Data from Joyce and Showers (2002) Student Achievement Through Staff Development (p 78)

Outcomes (% of Participants)

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Study of Theory

Plus

Demonstrations

Plus

Practice

Plus

Peer Coaching

Our Journey

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Taking a Coaching-Stance

Encourage Responsive Instruction When It Is Not Evident (behaviour/action)
Create a Culture of Learning that ensures an Equitable and Inclusive Environment for all Learners (social & emotional conditions)

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Minds On: What makes an effective coach?

This

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Foundational Conditions

Rapport

Relationships

Trust

Goals

Trust

Learning

Autonomy

Photo by rawpixel.com on Unsplash

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5.

Collecting data and presenting it objectively

Posing carefully constructed questions

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3.

Using silence/wait time

2. Paraphrase

4.

Probing for specificity, clarity, elaboration and precision

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Coaching in Action

What is the coaching move?
What did you observe about the move?
What was the impact of the move on the conversation?

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ML²N

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Connecting Coaching to...

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Math Knowledge for Leading

+

=

IMPACT

INFLUENCE

How has the learning from ML²N influenced your stance as coach within your current role?

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Lunch

12:15-1:15 pm

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Looking Back - Looking At - Looking Ahead

The best thing about inquiry is that it never stops; one wondering leads to another, and we are always finding ways to help our students.

Source: Fichtman Dana, N., (2009). Leading with Passion and Knowledge. pg.96

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Where are we in our Leadership Inquiry?

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PLAN/REFLECT

Developing a Data Collection Plan

Who is my class?
Where are places I need to get better in relation to influence?
What learning needs of my class are informing my inquiry?
What evidence am I looking for to determine those needs?

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ACT/REFLECT

Inquiry Debrief and Consultancy Protocol

What small move(s) did I make, and what were the reasons/intentions of those actions?
What evidence am I collecting to document/capture both my actions and my influence?
What am I noticing if it goes well?
What do I need to learn more about?

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ASSESS/REFLECT

Data Analysis Protocol

Monitoring my learning so far and assessing its impact on my class
What did you see as you inquired?
How might I organize my data? What pieces of data stand out from the rest? How might different pieces of data fit together? How do these patterns inform my inquiry question?
What have I learned about myself as a leader? About the larger context of my school/system? What changes might I make in my practice? What new questions do I have?

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SHARE/REFLECT

Looking Back - Looking At - Looking Forward

Communicate only the essence of the inquiry
Stringing evidence together from multiple sources
May include perceived benefits - important to discuss that not all data fits the “perceived benefit” - explanation for that inconsistency
Reporting about data that doesn’t fit enhances the credibility of your inquiry - if you choose not share this “negative data” you risk painting an unrealistic picture which can be met with skepticism

Source: Fichtman Dana, N., (2009). Leading with Passion and Knowledge. Pages 163-164,168.

Jill & Lori 1:00 - 1:15 pm

A key feature that sets an inquiry apart from the daily reflections leaders engage in is that it is conducted in a systematic, intentional way
Therefore sharing what you did as well as how you did what you did - data collection and analysis is important
WHY IS IT IMPORTANT TO SHARE OUR WORK WITH OTHERS?? - helps you clarify your own thinking about your work, gives others access to your thinking to be able to question, discuss, debate, relate… This helps push your thinking and theirs..
One gets better as a principal, as a coach, as a leader not only by engaging in new learning and action research yourself, but through the research of colleagues a well. As you hear about the actions of other leaders, it’s important for you to assess the quality of their work- not to find fault or become judgemental, but to understand and assess the way a colleagues actions, reflections and learning might inform your own leadership practice and situation - this is a quality researchers call “transferability”.
It’s important when sharing/communicating your inquiry that you string together the evidence to support the statements of your learning…...the “case” is stronger when evidence is provided from MULTIPLE sources

Source: Page 163-164, 168, Fichtman Dana, N., (2009). Leading with Passion and Knowledge. Thousand Oaks, CA: Corwin.

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Sharing our Work

Why?

Reflection on Action
Reflection on Learning

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Sharing Our Work

Reflection-on-Action

What did I set out to learn?
What moves did I try?
How well was I able to execute my moves?

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Sharing Our Work

Reflection-on-Learning

What am I learning about “my class”?
What have I learned as a result of my moves?
What does this mean for my next steps/next learning?

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Sharing Our Work

Moving into Groups

Letter on back of name card - meet at table with the letter on it (groups of 5)
5 min - Presenter shares using the guiding questions on back of template
5 min - Team asks clarifying questions to presenter, leading to short group discussion
Move onto next presenter
10 minutes per presenter = 50 minutes total

Jill & Lori 1:00 - 1:15 pm

Pull out the graphic organizer with instructions
Participants will look on the back of their name tags, find the letter they have been assigned and then move to the table with the letter that corresponds (meet their group of 5)
Participant will introduce themselves & the Board they are from
First presenter will present 5 min and then allow for questions and respond 10 min total
Letter on back of name card - meet at table with the letter on it (groups of 5)
5 min - Presenter shares using the guiding questions on back of template
5 min - Clarifying Questions - the team asks clarifying questions of the presenter. These questions are free of judgement and are asked to provide additional information. Answers are short, often a single statement.
Move onto next presenter
50 minutes total
An SAO will be at each group and will be there as a timer and to keep the group focused/re-direct if not

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Time to Share

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Final Thoughts on the Leadership Inquiry

“At the end of each inquiry cycle it’s important to reflect on the quality of the research you have just completed. If you do so, you continually improve not only as a leader but as a researcher. The better the researcher you become, the better-informed decisions you will make as a leader”

Source: Fichtman Dana, N., (2009). Leading with Passion and Knowledge. Page 169.

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ML2N Reflection: Feedback to Feedforward

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You Value Expertise

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Math Leadership & Content Knowledge

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Protocols

Facilitator

Networked Learning

What we Learned about Networking

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Delving Deeper into the Learning

“We do not learn from experience….we learn from reflecting on experience.”

~Dewey

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Learning Around the Room

Choose a topic for which you would like to have a deeper conversation.

Add your insights/questions/”stone in your shoe” ideas to the chart paper at your location.

What leadership connections have you made?
How have the goals of the network impacted you?
What support/learning do you feel you still need?

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“Am I getting better?

How do I know?”

~Steven Katz

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Please complete the Post-Survey

http://bit.ly/exitsurveyMay1