Supporting I nstructional Leadership Orientation Session December - PowerPoint PPT Presentation

Supporting I nstructional Leadership Orientation Session December 14, 2011 Brad Cousins & Jess Whitley

Welcome & Overview • Introductions • Our role – Support, facilitate, provide resources • Goals for the year – Support development of Instructional Leadership related to School Improvement Planning – Provide time for in-depth examination @ School Improvement Plans – Provide opportunities for shared learning, reflection, practice and evaluation Centre for Research on Educational and Community Services Centre de recherche sur les services 2 éducatifs et communautaire

Agenda 9:30 – 10:00 Welcome & Overview 10:00 – 10:45 Activity 1: Revisiting the Needs Assessment 10:45 – 11:15 Activity 1: Feedback & Observations 11:15 – 12:00 Activity 2: Reflecting on our SMART goals 12:00 – 12:45 Lunch 12:45 – 1:15 Input: From Indicators to Measures 1:15 – 2:00 Activity 3: Developing and Refining Measures 2:00 – 2:30 The Way Forward: Next Steps Centre for Research on Educational and Community Services Centre de recherche sur les services 3 éducatifs et communautaire

W elcom e & Overview Needs Assessment Needs Assessment • Goals for the day Evaluation Evaluation SMART Goals SMART Goals Monitoring Monitoring Strategies/Actions Strategies/Actions Centre for Research on Educational and Community Services Centre de recherche sur les services 4 éducatifs et communautaire

4 3.5 3 2.5 2 1.5 1 0.5 0 Needs SMART Goals Strategies Monitoring Evaluating Assessment Centre for Research on Educational and Community Services Centre de recherche sur les services 5 éducatifs et communautaire

TARGETED, EVIDENCE ‐ BASED NEEDS ASSESSMENT SMART GOALS STRATEGIES / ACTIONS Student Achievement Data Demographic Data Program Data Perceptual Data How do SMART goals align with How will the strategies and actions What do we know about student achievement in our Board? Who are our students? How are our programs and What do Board the needs identified in the Needs change practice to achieve the SMART  Monitoring evidence from previous BIPSA and SIPSAs What trends do we see services promoting successful stakeholders perceive to Assessment? goal(s)?  School Effectiveness Framework (SEF) data  Do the goals indicate what students  Is student learning at the core of the in our student outcomes for all students? be strengths and needs  Report Card marks  Curriculum implementation will do differently? strategies/actions? population and learning in the Board and  Learning Skills and Work Habits  Do the goals relate to the  How will these strategies/actions  Assessment and Instructional needs? schools?  Evidence from student work curriculum? improve instruction? practices  School Profiles  Student Surveys /  Have a small number of SMART  Are the strategies/actions limited and  Individual Education Plans  Programs, courses and services  Data for all students Student Voice  Achievement of students not participating with the Ontario goals been established? sufficiently clear so that all are in place to meet specific  Parent / Community (student profiles)  Do the goals represent an urgent stakeholders can understand what is student needs at the Board and curriculum and/or EQAO assessments  Disaggregated by input critical need and align with the needed for effective implementation?  Student Success Key Indicators ( e.g. credit accumulation, pass School levels (e.g., Alternative,  SEAC Recommendations student groups that  Are all strategies/actions informed by analysis from the needs Continuing and Adult Education,  Board input rate) have been identified as assessment? research and/or effective classroom  Grades 3,6,9 and 10 EQAO and exemption rates Guidance and Career Education  Student and Teacher requiring differentiated  Are the identified goals capable of practice? Programs, and Transitions)  Grades 3,6,9 and 10 EQAO by Special Education exceptionality support (including but input  Are interventions for schools and  Board and school cultures delivering the most gain in student  EQAO survey data (excluding Gifted) not limited to students achievement? student sub ‐ groups identified? focused on successful outcomes  Board Common Assessments  School Climate Surveys with Special Education  Is each goal:  Are there strategies/actions related to for all students  How satisfied are  Readiness to Learn Data (e.g. Early Development Instrument, needs, Aboriginal, ELL,  Student, parent, staff and Specific and student focused Does helping parents support student gender, and Crown stakeholders with the Teacher’s School Readiness Inventory, Taking Stock) community engagement the goal represent the greatest area learning?  Attendance, Suspensions and Expulsions Wards) educational programs?  Is there a clear relationship between of need for some or all students? ANALYSIS OF DATA Measurable Has a baseline been the key factors believed to have caused  Review previous year’s BIPSA and SIPSAs SMART goal outcomes. How are you responding to successes and challenges related to the SMART goal established? What tools will best low achievement and the outcomes? strategies/actions selected? measure if targets1 have been  In moving forward… achieved? Are improvement targets o What are the patterns and trends identified through the BIPSA, SIPSAs, School Effectiveness Self ‐ Assessment and District Reviews? What are the areas of identified? (not related to EQAO)? RESOURCES strength? What is working well? Are targets sufficiently ambitious for How have learning, financial, human o How are equity issues addressed i.e. specific sub ‐ populations, low performing schools? underachieving populations? and technological resources been o Which achievement gaps have been identified for specific students? Attainable Is the goal reasonable? aligned and differentiated based on o What student achievement data is of greatest concern? What might be contributing factors? What is the evidence? Is the goal student and school needs? o Are the present programs/services and courses effective in reducing the achievement gap and enhancing student achievement for all students? ambitious yet attainable? What evidence do you have that  o What actions are impacting on successful outcomes for all students (e.g. teaching strategies, assessment practices, collaborative partnerships, transition Results ‐ Oriented Why is it important resource decisions have had an processes, education and career planning supports, feedback techniques, curriculum and monitoring?) to achieve this goal? For students? impact on student achievement? o Which actions related to area of greatest need might deliver gains in student achievement? For staff? For schools? For the Board? o What professional learning is necessary to support identified student needs? Time Bound What is the timeframe  How does the needs assessment inform this year’s SMART goals? How are the SMART goals connected to the board’s goals for student for achieving this goal? achievement? EVALUATION RESPONSIBILITY MONITORING PROFESSIONAL LEARNING What evidence is there that the SMART goal(s) have been achieved and how How does shared How does ongoing monitoring relate specifically to the achievement How is professional learning responsive to will lessons learned be applied to future improvement plans? leadership facilitate of the SMART goal(s)? the SMART goal?  Compared to the beginning of the year, what progress has been made in relation to  Are we making effective use of data already collected? What data  Do professional learning strategies and action monitoring and support the achievement of each SMART goal? needs to be collected? steps maintain a school based and job the implementation of  Is the evaluation plan designed explicitly to describe the steps that should be taken to Does the monitoring plan describe explicit data to be collected and embedded focus?  strategies to achieve the sustain successes and eliminate unsuccessful practices? analyzed, when/how each goal will be monitored and who will be  Does the professional learning plan clearly SMART goal(s)?  Examine trailing data sources (IEP, credit accumulation, EQAO, mark distribution, etc.) responsible for reporting progress for each SMART goal? indicate what educators need to learn to  Is there a designated to determine whether SMART goal(s) had an impact on these measures.  Does the plan include a continuous cycle of monitoring and implement and monitor strategies? individual/team  Has the achievement of students with special education needs been reviewed in opportunities for mid ‐ course revisions?  Do professional learning teams/ communities responsible for the relation to the SMART goals?  Are communication strategies in place so that all stakeholders focus on student work? support and monitoring  Examine evidence from cycles of inquiry to determine impact on identified student understand the plan and know their respective roles? (i.e.,  Are professional learning teams/ communities process for each goal? needs. Trustees, Board and school staff, Students, SEAC, Parents, School engaging in collaborative inquiry? 6 Councils, Community)