Math CAMPPP 2010: Session #1: The Big Ideas of Leadership Leadership

MO 20 min

A 60 min

C/D 10 min

90 min

Math Learning Goals build awareness of various leadership frameworks and explore the

interconnections between them

further develop facilitation skills using coaching moves question stems

Materials PPT L1

BLM L1.1, 2

BLM L.3-L.5 – one

copy per small group

BLM L.1.6 - 7 – one

copy/participant

Chart paper

Scissors, glue, tape,

markers, sticky notes

Individual Appointment Cards (included below)

Using BLM L1.2, have participants identify unique partners for their appointment

card as they do the four corners.

Whole Group Four Corners and Share (15 min) Participants move to the corner with the picture (BLM L1.1) that best describes

school / board improvement planning

School / Board Improvement Planning is like…rainbow, cave, bowling lanes, jigsaw

puzzle. Participants share in triads at each corner. Volunteers from each corner then

share with the whole group.

Whole Group Norms and Goals (5 min) Share norms and goals with group. Encourage revisions / additions / deletions.

Stickers on nametags for role

Cabin leader – like role

Swim partner – admin &

teacher leader

Cabin buddies – different

roles

Campfire friends

Minds On… 20 mins

Triads (Home Group) Concept Map (40 min) In their Cabin Buddies group, provide participants with an overview of the three

leadership frameworks that will be used throughout the series. Using BLM L.1.3 –

L.1.5, participants create a concept map. Participants anotate connections between

the framework, think alouds, etc and use post-it notes to record any reflective

questions that arise during this activity. This will be revisited numerous times over

the course of the sessions, so it is not intended to be completed in this portion of the

session. Use the following prompts to elicit reflection:

Where did your group start?

Which part(s) of your map supported you in making connections to the work

you are currently involved in?

Which part(s) of your map supported you in reflecting on new areas of math

leadership to explore?

Triad Pairs Facilitated Discussion and Observation Share (20 min) [omitted due to time] Triad 1 presents their concept map. Pairs from triad 2 use coaching moves question

stems from BLM L.1.6 to elicit reflection of current thinking of concept map.

Observer from triad 2 listens to dialogue and records evidence of use of question

stems. Triad 1 refines concept map and/or records additional annotations based on

dialogue. Triads switch roles and repeat. Each observer shares evidence of question

stems used and how they inspired further reflection on the part of triad presenters.

Copy each BLM on a

different colour. Provide

participants with scissors to

cut pieces of the framework

that are appropriate for their

concept map, as well as,

glue, tape, markers.

Participants should use

coaching question stems that

are appropriate for facilitated

discussion.

Action! 60 mins

Whole Group Dialogue (5 min) [revised due to time] Debrief facilitated discussion. Participants share revelations based on use of

coaching moves question stems to elicit reflection focused on concept map, and

consider other situations where question stems could be used.

Use the following prompts to elicit reflection:

Which question stems did you use? Why?

As the facilitator / presenters, what did you find valuable / challenging about

the question stems?

As the observer, what insights did you gain from this facilitated discussion?

Individual Exit Card (5 min) Participants complete BLM L.1.7.

AforL

Address questions from Exit

Card during Session 2

Consolidate Debrief 10 mins

Home Activity or Further Classroom Consolidation

BLM L.1.1: Four Corners

BLM L.1.2 Appointment Cards

BML L.1.3 Five Core Leadership Capacities (Excerpt) Ontario Leadership Strategy, Bulletin #1 (Fall 2009)

BLM L.1.4: NCSM’s PRIME Leadership Framework, Pages 60-67

Indicator Stage 1 Leaders Stage 2 Leaders Stage 3 Leaders

1. Every teacher

implements the

[provincial] curriculum

and uses instructional

resources that are

coherent and reflect [the

intention of the Ontario

curriculum].

Develop and apply knowledge of [the

provincial] curriculum.

Recognize, understand,

and model the connection

between the coherence and

focus of the [Ontario Curriculum] to effective

instruction and

achievement.

Engage teachers and collaboratively develop

[mathematics programs] consistent with [the

provincial curriculum].

Ensure coherent and

consistent implementation of the curriculum by all

teachers.

Ensure coherent implementation and

ongoing review by district, regional, or provincial

stakeholders for the

alignment of [the provincial] curriculum and

assessments.

2. Every teacher

implements a

curriculum that is

focused on relevant

and meaningful

mathematics.

Develop awareness of, understand, and model the

rationale, characteristics, and qualities of

meaningful, relevant, and

important mathematics.

Develop an awareness of and model the applications

and connections within

mathematics and other content areas.

Engage teachers and teacher teams in

developing and implementing meaningful

and relevant mathematics

for each course or grade

level.

Ensure the collective analysis and continuous

systemic improvement of the implemented

curriculum.

3. Every teacher

implements the

intended curriculum

with needed

intervention and

makes certain it is

attained by every

student.

Examine and model the congruence among the

intended curriculum, the implemented curriculum,

and the attained

curriculum.

Engage teachers and teacher team in identifying

and acting on inconsistencies among the

intended, implemented,

and attained curriculum.

Engage teachers and teacher teams in

developing and

implementing vertically aligned curriculum.

Ensure congruence between the [intended] and

implemented curriculum through the [system].

Participate in the systemic development,

implementation, and student attainment of a

well-articulated, rigorous,

and coherent preK-12 mathematics [program].

Curriculum Leadership Principle 3: Ensure relevant and meaningful mathematics in every lesson.

[Adapted to reflect the Ontario context]

BLM L.1.5: School Improvement Plan Template (blank)

Current Status and Context

[Needs Assessment] What data has informed

decision making? (EQAO, SDW, Report Cards, etc.)

S.M.A.R.T. SCHOOL GOAL

This goal is specific measurable, attainable, realistic

and time-bound.

Targeted, Evidence-Based Strategies /

[Actions] We will plan and implement

these strategies to achieve the goal.

Resources These human, financial and

material resources are needed to implement the strategies.

Professional Learning These capacity building

opportunities will be provided to support the goal.

Monitoring / Timelines

At these key points we will monitor the implementation

of the plan.

Responsibility Which staff will be responsible for planning, implementing and

monitoring the strategies?

BLM L.1.6: Coaching Moves Sentence Stems

Paraphrasing • Do I understand that …

• In other words …

• It sounds like …

Clarifying • What do you mean by …

• How will you know if …

• Is it always the case that …

• How is … same as/different

from …

Interpreting • What you are explaining might mean …

• Could it mean that …

• Is it possible that … could result from …

Probing Be aware that:

o Your colleague may not have an

immediate answer – take the time to

think.

o Your colleague will be prompted to

think more deeply about the focus of

the matter of the discussion.

Rationale:

o These help create a paradigm shift.

o These assist and empower your

colleague to develop professional

habits of mind.

o These prompt thinking to change from

reactive to reflective.

Probing (cont’d)

[Cut co-planning italics] • What is the big idea in …

• How does this lesson connect to …

• The goal of this activity is …

• What are some teacher / student

struggles …

• What action/question might …

• How will … be introduced?

• How will this action help them with …

• How will you know when teachers /

students …

[Cut co-debriefing italics]

• What would be some questions (open,

parallel) …

• What aspects of the lesson …

• At what point in the lesson …

• What might have happened if….

• In what way(s) would…

• How could you ensure that….

• What’s another way you might …

• What would it have looked like if….

• How do you know if the teachers /

students…

Instructing • Can I provide more information

on …

• Would you like me to provide a list

of …

• If you have not seen … would you like

me to …

• Research seems to show that …

• Some teachers find it helpful to …

From Math GAINS CAMPPP 2009 Focused Conversations with Critical Friends [Adapted]

BLM L.1.7: Exit Card

Day 1 - Exit Card 3 things I’ve learned during today’s session… 2 questions I still have about today’s session… 1 way I see today’s session impacting my work…

Day 1 - Exit Card 3 things I’ve learned during today’s session… 2 questions I still have about today’s session… 1 way I see today’s session impacting my work…