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Needs Assessment

By Yvonne Hughes,2014-04-08 08:18
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Professional Learning for Mathematics Leaders and Coaches (PLMLC) involvement by I will use the descriptors of the Math-Talk Learning Community as a

    Sample Board, School, and Teacher-level SMART Goals for Mathematical Literacy

    Board’s K-12 SMART Goal

    for Mathematical Literacy

    ? Specific Targeted Evidence-Based Resources Professional Learning ? Measurable Needs Assessment Monitoring Responsibility Strategies / Actions ? Ambitious & Achievable

    ? Results Oriented

    ? Time Bound

    Analyzed School Profiles, concluding To engage students in higher ? Hire three family of schools-? Three math coaches ? Request Provincial ? Receive all draft school that: level mathematical thinking based math coaches, for most needy Math Coaches to improvement plans by July by focusing on one or more of Grades 4-10 and attach 200 families of schools coach our 15th and offer feedback by ? Families of schools A, B, and C have the Mathematical Processes, the need and readiness conditions teacher-release days to them using: coaches, work mid September, with ? SEF Lead by June 2010, as measured for targeting of resources for job-embedded work - 70% of our board‟s directly with monitoring in December ? SSL by: o EQAO scores at the board average - Family of Schools A Math/Literacy teachers in one and April ? Board in Grade 3, significantly below ? Increase of 10 points in the - Family of Schools B pocket of funding particular high ? Track who has received Improvement average and stagnant in Grade 6, proportion of questions - Family of Schools C - 40% of our board‟s school, and system data training, and Teams and somewhat below but responded to on Differentiated support principals ? Provide 150 teacher-release how often is it being used increasing in Grade 9 assessments Instruction pocket and leads in using days for mathematics in ? By May 15? SEF o 6 of 10 principals have been of funding Tinkerplots to ? Increase of 5 points in the remaining six families of th, interview ? SSL actively involved in our Leadership - A flexible portion update Class number of students schools for the professional principals in the three Training Series (critical mass) of our SS funding, Profiles achieving Levels 3 and 4 learning menu families of schools having ? SOs for K-12 o 2 of these 3 families of schools depending on on report card marks ? Professional ? Build system data capacity, math coaches and in High Instructional have active cross-panel PLCs uptake of release learning menu ? Increasing number of including appropriate uses of School D, focusing on their Practices (critical mass) days including: opportunities for students the Generic Rubric for roles in shifting ? A new principal has been assigned ? 25% or more - Lesson Study to practice answering open Mathematical Processes, instructional practices, to High School D, having lowest (depending on - Demonstration response type questions, and research-based and monitoring teachers‟ indicator data, and she is eager to above) of SS funding classrooms visits and to receive timely, diagnostic tools and students‟ progress work with the mathematics for professional tied to coaching personalized, oral ? Develop a board/system ? Track, and review by department learning in - Co-teaching feedback professional learning menu December 15 mathematics for - Collaborative These goals apply to targeted ? Across the board, students in Grades which is accessible, thst, March 1, ? Principals in system leaders and Assessment of 3, 6, and 9 had difficulty solving both schools (approximately 25% differentiated, and focused and June 30th the active all schools teachers in other Student multiple-choice and open-response of our schools). on promoting evidence-involvement of teachers in including families of schools Learning (CASL) questions requiring multi-step based strategies, relating to professional learning Summer - Math CAMPPP processes, particularly in the process In all other schools, we plan ? Family of Schools the Mathematical Processes focused on Mathematical School summer institute of mathematical reasoning to improve students‟ higher Coaches spend 85% ? Facilitate collaborative Processes ? Math ? Analyzed the effectiveness of the level mathematical thinking, of their time in their ? Professional development of school ? Use of teacher-release Consultant various professional learning models by June 2010, as measured family of schools, Learning for improvement plans, and days by December 15 thin shifting instructional practices by: and 15% on their Mathematics alignment of these with the , stthusing teacher self-report surveys own professional Leaders and ? Increase of 5 points in the board‟s SMART Goals March 1, June 30 ? Collaborative assessment PLCs, and learning and board-Coaches (PLMLC) number of students th? Sharpen the instructional ? By May 15, measure ? School Review our most engaged teachers report level planning/work involvement by achieving Levels 3 and 4 focus to “questioning as it effectiveness of the Team the need to be able to track math consultant on report card marks ? Professional learning relates to the Mathematical various professional ? All members individual student data other than and board-level supports for school ? Increased consistency and Processes, focusing on the learning models in shifting of the School report card and EQAO and have math coaches leaders related to alignment of cognitive important mathematics, and instructional practices Improvement concerns around rubric-based using Tinkerplots for demand of assessments establishing Math-Talk using teacher self-report Teams assessments and their reliability for data analysis across mathematics Learning Communities” surveys, as well as focus reporting courses and classes group interviews and classroom observation in

    the three families of school

    having math coaches

    Sample Board, School, and Teacher-level SMART Goals for Mathematical Literacy

Secondary School’s 9-

    12 SMART Goal for

    Mathematical Literacy

    ? Specific Targeted Evidence-Based Strategies / Resources ? Measurable Needs Assessment Professional Learning Monitoring Responsibility Actions ? Ambitious &

    Achievable

    ? Results Oriented

    ? Time Bound

    To improve Grade 9 and ? Chosen to receive a ? Principal coordinates opportunities ? One family of schools-? Math CAMPPP ? Track, and review by May 1st10 Applied students‟ use families of schools for teachers to work together and based coach with 30 summer institute in , ? Principal and of reasoning and proving math coach since: with the math coach to co-plan, co-teacher-release days August for 2 time spent on, and self-reported vice-principal when problem solving, as - Traditionally high teach, co-assess with a focus on attached for this department effectiveness of, different forms measured by: failure rates in Grade student reasoning school members with and aspects of professional 10 Applied, below-release days for ? Students‟ profiles ? Use „questioning‟ as the main driver ? 5 additional teacher-learning in shifting instructional average Grade 9 updated unit-by-unit sharing in for co-planning and focusing on release days for the practice EQAO scores with respect to the September reasoning to align with work in other board‟s professional ? Interaction with each teacher - Trend of low Thinking Category departments learning menu ? Co-planning and co- about progress in focusing on achievement for our using task-specific - focus on important mathematics teaching time for ? Grade 9 and 10 reasoning and proving in current Grade 10 versions of indicators - evoke and expose student thinking Grades 9 and 10 Applied TIPS lessons problem solving cohort in the Generic Rubric - provide precise oral scaffolding teachers with our and assessments, and ? Department ? CASL; one question focused on - Principal‟s active for Mathematical and challenge on a student-by-math coach and lessons adjusted to Head of teaching through problem solving involvement in our Processes student basis each other focus on Reasoning Mathematics for each term; teachers bring board‟s Leadership - student as well as teachers posed ? Increase of 10 points ? Collaborative ? Professional Learning back student samples and use Training Series in the number of ? Administrators in our family of Assessment of through Collaborative an assessment tool (e.g., check-- Good working student achieving schools identified “Students Student Learning Assessment bric) collaboratively developed at relationships levels 3 and 4 in the increasingly explain and articulate (CASL) with our Development Package beginning of the year, focused developing with one of Thinking category in their mathematical thinking” as an feeder schools (Home Run Hitter and on the Thinking category of our feeder schools each semester 09-10 indicator for classroom rounds Sunflower tasks) ? Grade 9 and 10 achievement; at end of term data - During classroom ? Increase of 15 points ? Principal collaborates with the math teachers to work disaggregated and analyzed ? Problems in TIPS rounds, principal and in the number of department to identify other with our math coach Continua and ? Teachers of ? Gather student participation data vice-principal noticed questions responded indicators for rounds from the Guide in the effective use Grade 9 and Connections packages regarding reasoning/Thinking that many students in to in assessments for Administrators and Other of technologies in 10 math related to technology use ? Representing Linear Grade 9 and 10 focused on reasoning Facilitators of Teachers’ Learning for building student Growing Patterns ? Board-level ? Track number and type of Applied math were not and problem solving Mathematics Instruction reasoning, using Math Coach CLIPS questions in math classes engaged in questions by the end of each TIPS resources ? Use technology to support the ? SERTs and ? 5 AirLiners for use with ? Use “Students increasingly that require high-order semester 09-10 inclusion of all students (e.g., one ? Math department ELL Resource interactive whiteboards explain and articulate their thinking ? Consistency and student in a wheel chair, two time to practice teachers ? JRME article on mathematical thinking” as a ? We are purposefully alignment of cognitive students with autism spectrum teaching through teacher self-assessment tool / reasoning - A ? Department staffing Grades 9 and demand across disorders, and several students with Problem Solving with Modeling Perspective teacher peer observation tool Head 10 Applied math grades, courses, and self image issues) Bansho on Students' and as a student observation tool ? There is staff interest classes of assessment ? Ask the coach to incorporate ? Principal-led school-to plot bi-monthly shifts/growth Mathematical in continuing to focus questions addressing effective uses of the newly wide focus on Reasoning About Data ? Track use of CLIPS by gender, on „Questioning‟ in the Thinking category purchased algebra tiles, AirLiners, „questioning‟ student achievement levels, 2009-10 by June 2012 and interactive whiteboards whole class vs student-by-

    student application

    Sample Board, School, and Teacher-level SMART Goals for Mathematical Literacy

Teacher’s Grade 10

    Applied SMART Goal

    for Mathematical

    Literacy

    ? Specific Targeted Evidence-Based Needs Assessment Resources Professional Learning Monitoring Responsibility ? Measurable Strategies / Actions

    ? Ambitious &

    Achievable

    ? Results Oriented

    ? Time Bound

    My learning needs agenda: In my first two-month ? I will increase the variety of ? Representing Linear ? I will join the ? I will determine the ? Teacher SMART goal cycle, my ? I participated in a Lesson Study last ways my class uses our Growing Patterns Representing Linear proportion of non responses ? SERT goal is to engage all of year and learned a lot, so I‟m eager interactive whiteboard to CLIPS Growing Patterns to questions at the beginning my students in Grade 10 to work with the same leader as a demonstrate a variety of CLIPS Adobe and end of my first SMART-? Math Gizmos Applied mathematics in coach student thinking during Connect study goal cycle. ? Interactive whiteboard responding to higher-consolidation. group, and try these ? I tried an interactive whiteboard last ? I will use the descriptors of ? Teacher ? Framework for order thinking questions CLIPS on the year, and see the potential for the Math-Talk Learning ? Work with a coach on Effective Uses of interactive student engagement, but I want the effective uses of the Community as a self- Interactive whiteboard with my help of a coach in doing this. interactive whiteboard, and assessment tool bi-weekly Whiteboards in class. to help shift my questions with a view to seeing ? My colleague shared some open Mathematics teaching in ways that engage more ? I‟ll ask my coach to shifts/growth as the year questions with me last year, and I and Learning at students help me implement progresses found that my students really www.tmerc.on.ca the CLIPS and responded well to those. I‟d like to ? Use AirLiners to provide ? I will see if my coach or ? Department ? Videos of Dr. Marian Gizmos while I focus learn to develop more of that type of access for my student in a Department Head could Head Small focusing on on reasoning with questions. wheelchair, and probably observe one or two of my open and parallel ? Coach my class. others lessons using the interactive ? I want to practice what I learned in questions whiteboard and provide ? I‟ll watch the Marian PRIME training two years ago ? Meet with the other ? 1 or more AirLiners Small video with my feedback on student teacher of Grade 10 ? I heard about Numeracy Nets in our ? PRIME department engagement, and use the Applied at least once cross-panel PLC last year and am ? Numeracy Nets colleagues, and descriptors of the Math-Talk between my sessions with interested to see if they are useful in collaboratively Learning Community as a the coach to co-plan, Grade 10 Applied develop some peer observation tool and as share, and align questions with them. a student observation tool to Early class profile: plot where we are now with a ? 14 boys and 8 girls view to seeing ? 2 boys repeating shifts/growth as the year ? 1 student in a wheel chair progresses ? Learner preferences: 7 kinesthetic; 2 ? Anecdotal data on the uses oral; 13 visual ? Board-level of CLIPS, teacher and ? 5 students from my Grade 9 class facilitator of student challenges, and who are interested in: environment, the CLIPS supports in addressing social equity, robots Study challenges ? SST ? SERT

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