Teachers Matter May 2012

Essential Questions:

1. How are we progressing with the QLE?

2. How are we going to move the QLE forward?

3. What is the role of the Learning Support team with the QLE?

1. How are we progressing with the QLE?

QLE: Where have we been?

We have facilitated over 39 discussions… so far…. to build the QLE.

QLE: Early October Clarified and re-wrote

background The Core:

Relationships: added the connection to parents; included a focus on genuine interest in students;

Student Engagement: made language less prescriptive in terms of describing instructional practice

The Cultural Elements: expanded explanation around literacy/numeracy

QLE: End October 4 Key Components

refined personalization section (Personalized teaching)

The Cultural Elements refined culture of inclusion refined culture of using

research and data to inform our work

QLE: December

4 Key ComponentsRevised Essential Questions in 4 Key Elements Re-ordered Outcomes section (so it

would flow better J) Re-worked Assessment & Instruction

Sections to reduce overlap/repetition

Refined Personalization section

Cultural Conditions Re-did the inclusion section with the

help of student services Re-did the section on research and data

to broaden the scope Examined research on Numeracy

(thanks to Darlene Kusick).

QLE: December Updated Core based on feedback

and research done at Spruce View School. relationships are now divided

into relationships for academics; social needs and parental support

Engagement section is now divided into Intellectual, Social and Academic engagement

QLE: March

QLE: March, April, May….. Feedback Continues:

John Wilson Elementary

Bowden Grandview

School Conversations Continue: Bowden

Hugh Sutherland

Jessie Duncan

QLE/AISI Planning days

Your turn… Take a look at

what has changed…

2. How are we going to move the QLE forward?

QLE/AISI Planning Days: Understand provincial

requirements Collaborate & Share Determine measures Complete school plan

Your School

On the Horizon How should we move the

QLE forward? What should be done? By whom? By when?

On the HorizonLiteracy…one strategyespecially Reading

Importance of Literacy High percentage of dropouts have literacy problems. Early literacy programs can be effective; however many

adolescents continue to struggle with reading. These adolescents struggle reading to learn. Recent estimates indicate 42% of Canadian adults lack

functional literacy. 22% have serious reading problems.

Importance of Literacy Most programs are either prepared or implemented poorly. Most 4-12 teachers are poorly prepared to assess and treat

reading difficulties. More than two-thirds of new jobs are expected to required

some post-secondary education. Long term pd is the answer.

Importance of Literacy What do we expect of students?

Acquire, manipulate, remember and use large amounts of information from texts and lectures.

Organize information, time and materials Books become longer and discussions are based on a

presumed understanding Understand and use specialized vocabulary Identify validity of information found in media, on internet

and sources of text

Importance of Literacy All while…

Being required to cover material independently. With little time for academic interaction.

CESD Data In a PAT analysis of a school within CESD:

we looked at the students that had not reach the acceptable standard in the math and science tests

Of those students, all but one of them had also failed the reading section of the English Language Arts PAT.

Is English a Dreadful Language?

Myths Literacy is the job of English/Language Arts teachers. It is fruitless to spend time and money on older students

because they have passed the point at which instruction can make a real difference.

Little can be done for students who are not motivated to engage in literacy activities.

Students with low IQs will never get it…so why bother.

3. What is the role of the Learning Support team with the QLE?

Our Traditional Model

School Goals

Special Education

AISITI Leaders

Our Current Model

Our Current Model

Our Current Model

Coming Together

Clarity - Special EducationMoving from Moving to

• Student Services takes on responsibility of Special Education

• Student Services aligns with other CO services to support EVERY student – focus on Mission/Vision/QLE

• Special Education Liaisons – coordinate specialized services, support work of IPPs, work with individual students, Level B assessments

• Learning Support teacher– assist teachers with IEPTs, paperwork, coordination of services and when needed, Level B assessments

• Learning Support Team – provide and facilitate instructional coaching, co-teaching and/or co- planning• Coordinate/facilitate professional development

as part of a team

• Focus on students identified with a special education code – common practice to pull out and provide separate specialized programs

• Support for ALL students in classrooms – main focus on supporting/working in the classroom environment with targeted and/or specialized support when needed

Clarity around AISIMoving From Moving To

• AISI as a separate Learning Services initiative

• QLE drives district and school focus

• AISI leaders coordinate/facilitate professional development

Learning Support Teams:• Provide and facilitate instructional

coaching, co-teaching and/or co-planning• Coordinate/facilitate professional

development as part of a team

• AISI leaders engage in research around areas of focus

• Teams engage and apply research in classrooms

• Focus on students • Deliberate focus on ALL students

• AISI individual school improvement

• CESD community improvement

So, what do we mean by (peer) coaching?WHAT COULD THIS LOOK LIKE? WHAT ARE THE REQUIREMENTS? Teachers working with teachers

(Learning support team member, partner teacher, team)

Watching students in a class Modeling a lesson Co-teaching a concept Co-planning a lesson/unit Anything that allows you to learn

together

Trusting relationship Willing to learn together Recognizing that you can learn

from others

An Example

Find a partner at your table: One person (A) Second person (B)

A: Record the Coaches questions

B: Record the Colleagues responses

What did you notice? What do you think occurred

between the coach and colleague prior to this conversation?

What did you notice about the conversation?

QUESTIONS