CBE Professional Learning Series 2017-2018

Designing for Deep Understanding: Supporting Effective Teaching, Learning and Leadership

Participant Agenda – Session 3 K-9 Learning Leaders

Website - www.galileo.org/pl-cbe/cbe

“Leadership is more like patterns of influence distributed across many players. Leadership effectiveness…depends on how this influence promotes leader and teacher learning in ways that improve the engagement, learning and well-being of all students. This is not the work of one person.” (Timperley, 2011).

Learning Intentions:

As Learning Leaders and Lead Teachers you will:

·  build your capacity to be instructional leaders that supports quality teaching and optimum learning for all students at your school (Leadership Quality Standard).

·  strengthen your ability to lead a learning community by collaboratively nurturing and sustaining a school culture that supports evidence-informed teaching and learning (Leadership Quality Standard).

·  deepen your understanding of how to foster effective relationships through the work (Elmore, 2004) with colleagues; building relationships of trust, respect and challenge (Timperley, 2011).

·  strengthen your ability to mentor colleagues in designing tasks to engage students in worthwhile work that is authentic to the discipline, and connects students to the world beyond the school (Friesen, 2009).

·  strengthen your capacity to mentor colleagues in strong formative assessment practices, by engaging them in ongoing evidence cycles to help determine next steps in teaching and learning (Wiliam, 2015).

You are requested to bring: A laptop or other mobile device with access to Google environments and applications.

Time / Agenda Item / Learning Intention
8:45/1:00 / Introductions:
·  Review of learning from last time
·  Overview of session / Review of learning
9:00/ 1:15 / Embedding Formative Assessment
·  Participants reflect on the Dylan Wiliam’s first formative assessment strategy as outlined in Chapter 3 of Embedding Formative Assessment / Strengthen collective knowledge of sharing, clarifying and checking for understanding of learning intentions and success criteria.
9:20/ 1:35 / Engineering Effective Discussion, Tasks and Activities that Elicit Evidence of Learning
·  What strategies do we use to get access to all students thinking
·  Overview of key ideas in relation to this formative assessment strategy from Embedding Formative Assessment.
·  Commit to enacting one new practice of this second formative assessment strategy. / Build capacity to engage colleagues in conversations as related to getting access to students’ thinking through discussions, tasks and activities
10:00/2:15 / Break
10:10/2:20 / Adjusting to Meet Common Leadership Challenges in Leading Professional Conversations
·  Drawing upon the feedback from last session we will look at 4 common leadership challenges that emerged and identify possible adjustments to meet those challenges
·  Participants will enter their adjustments in a Google form to review as a whole group. / Cultivate the understanding of challenges in leading professional conversations and the possible adjustments that could be made in meeting those challenges.
10:50/3:05 / Checking Outcomes for Adjusting for Leadership Challenges
·  Reflect on the outcomes of enacted adjustments made to further strengthen professional conversations focusing on student needs.
·  As a leadership team identify next steps for further leading professional conversations / Build capacity to engage colleagues in knowledge building cycles by completing the final step of checking outcomes and identifying next steps for leading professional conversations.
11:25/3:40 / Feedback
Please complete the Google form prior to leaving.
Next Steps for Session 4
·  Read chapter 4 of Embedding Formative Assessment. What new insights do you have about formative assessment in relation to your classroom practice and leadership work?
·  Enact your new adjustment for your leadership challenge. Bring back a synopsis of what happened. / Review learning and provide feed-forward suggestions.
11:30/3:45 / Adjourn

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