2009 ECNO Conference - Teaching Learning Critical Pathway

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2009 ECNO Conference - Teaching Learning Critical Pathway

  1. 1. Teaching Learning Critical Pathway ECNO Conference June 2, 2009
  2. 2. Dramatis Personae <ul><li>Deborah Chisholm </li></ul><ul><li>School Effectiveness Lead/ELL Program Coordinator </li></ul><ul><li>John Brighton </li></ul><ul><li>Coordinator – Student Information Systems - ICT Trillium Team </li></ul><ul><li>Max Li </li></ul><ul><li>Officer – Systems Development   </li></ul>
  3. 3. What is a TLCP <ul><ul><ul><li>Model used to organize actions for teaching and student learning </li></ul></ul></ul><ul><ul><ul><li>Sequences the work of the PLCs </li></ul></ul></ul><ul><ul><ul><li>Teacher expertise </li></ul></ul></ul><ul><ul><ul><li>Inquiry & Reflection </li></ul></ul></ul><ul><ul><ul><li>Shared understanding, dialogue, trust </li></ul></ul></ul><ul><ul><ul><li>Tool for self-assessment </li></ul></ul></ul>
  4. 4. What is a TLCP <ul><li>SMART Goal created for focus and precision. </li></ul><ul><li>S Is it specific, strategic & connected to a cluster of expectations? </li></ul><ul><li>M How will it be measured or observed (quantitative or qualitative)? </li></ul><ul><li>A Is it attainable? </li></ul><ul><li>R Is it results orientated? </li></ul><ul><li>T It is time-bound? </li></ul>
  5. 5. Why use a TCLP <ul><li>Sets high expectations for students. </li></ul><ul><li>Uses assessment for learning to guide instruction. </li></ul><ul><li>Provides frequent, useful and useable feedback for students. (metacognition) </li></ul><ul><li>Demonstrates understanding of meaning and scope of curriculum expectations. </li></ul><ul><li>Engineers effective classroom discussion, questions and learning tasks that elicit evidence of learning. </li></ul>
  6. 6. Stage One <ul><li>Gather evidence / analyze data to determine area of greatest need. </li></ul><ul><li>Build clusters of expectations related to area of greatest need. </li></ul><ul><li>Review current practice. </li></ul><ul><li>Design classroom assessments. </li></ul>
  7. 7. Stage Two <ul><li>Plan a 6-week block and build collective understanding about how you are going to teach it. </li></ul><ul><li>Share evidence of student learning. (PLC ‘check-ins’) </li></ul><ul><li>Have students complete the agreed-upon culminating task. </li></ul>
  8. 8. Stage Three <ul><li>Conduct teacher moderation </li></ul><ul><li>Engage in reflection </li></ul><ul><li>Next steps (the next TLCP and school-wide changes). </li></ul>
  9. 9. School Learning Plan
  10. 10. Project Governance <ul><ul><li>Principals </li></ul></ul><ul><ul><li>Teachers </li></ul></ul><ul><ul><li>Board Curriculum Leaders </li></ul></ul><ul><ul><li>Student Information Systems </li></ul></ul><ul><ul><li>Project Initiated: March 2008 </li></ul></ul><ul><ul><li>Conducted 2 small pilots </li></ul></ul>
  11. 11. Project Objectives <ul><ul><li>Collaboration Tool to assist principals and teachers develop and administer a TLCP </li></ul></ul><ul><ul><li>Ease Workload – direct integration with Trillium SMS and TCDSB Web Applications </li></ul></ul><ul><ul><li>Document and share best practices to inform student improvement. </li></ul></ul><ul><ul><li>Directly supports and enhances activities in the Education Value Chain </li></ul></ul>
  12. 12. Education Value Chain
  13. 13. TLCP Methodology
  14. 14. Data Analysis Gather Data Import a variety of assessments or use data from the previous TLCP
  15. 15. Data Analysis Review Current Practice What is our current practice in relation to our students’ area of greatest need? What does the research literature tell us in relation to the area of greatest need?
  16. 16. Data Analysis Consolidate Evidence Upload Supporting Evidence / Other Assessments
  17. 17. Planning Align TLCP to Curriculum Expectations Curriculum Expectations Library Supports (K-8)
  18. 18. Planning What is the “Big Idea” students are learning about? • Overcoming prejudice • Being an agent of change • Poverty • Empathy
  19. 19. Planning <ul><li>Assessment Tasks </li></ul><ul><li>connect to the world beyond the classroom </li></ul><ul><li>lead to outcomes of substantial intellectual substance and educational value </li></ul><ul><li>reinforce reading and writing expectations </li></ul><ul><li>engage students </li></ul><ul><li>frequently include the arts (represented in print, movement, rhyme and rhythm) </li></ul><ul><li>involve more than one curricular area </li></ul><ul><li>require higher-order and critical thinking skills </li></ul>
  20. 20. Planning Develop criteria that reflect what successful student work would look like in relation to the cluster of expectations selected.
  21. 21. Planning Select high-yield teaching strategies that will promote the greatest student growth and align best with the identified area of need.
  22. 22. Establish Base Line Data Export students from Trillium by Grade, Class and/or gender.
  23. 23. Establish Base Line Data Enter Assessment and Target Data
  24. 24. Establish Base Line Data Data Wall Identify Marker Students and Students to Watch Establish Targets
  25. 25. Establish Base Line Data
  26. 26. TLCP Methodology
  27. 27. Next Steps <ul><li>Development of Public / Private School Learning Plans incorporating the TLCP </li></ul><ul><li>Issues of Workload – data entry </li></ul><ul><li>Improved Data Wall – including two dimensional representation using two criteria </li></ul><ul><li>Larger Pilot </li></ul><ul><li>TLCP – K-12 </li></ul>
  28. 28. Questions

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