Possible+PD+Strategies

Family F's Possible PD Strategies :
> 1. the posing of a thought provoking problem to the class > 2. individual and/or small group generation of possible approaches for solving the problem > 3. the communication of strategies and methods by various student to the class > 4. classroom discussion and collaborative development of mathematical understandings > 5. Summary and clarification of the finding by the teacher > 6. Consolidation of understanding through practice of similar and more complex problems > **Some point to consider from the Japanese lesson planing** > 1.develop a culture through regular and collective participation > 2. develop the habit of writing an instructional plan for others > 3. develop a unit perspective > 4. anticipate students' thinking > 5. learn to observe the lesson's well
 * 1) **Three Part Lesson Design**: How to develop 3 part mathematics lessons focusing on problem solving 1) Developing the Context 2) Supporting the Investigation 3) Facilitating the Math Congress
 * 2) **Co-teaching**: Informal professional learning arrangement in which teachers with different knowledge, skills and talents share responsibility for designing, implementing, monitoring and/or assessing a curriculum program for a class of students on a regular basis. The purpose is to enable groups of teachers to improve their instruction and understanding of students' thinking and learning through shared observation, and analysis of student work. Co-teaching makes it possible for teachers to engage in teaching as collaborative problem-solving. This can go hand in hand with developing and implementing effective 3 part math lessons.
 * 3) **Bloom's Taxonomy's Model Questions and Key Words**: Developing higher level questioning techniques for teachers and students
 * 4) **Lesson Study**: Set up regular opportunities for grade teams to analyze lessons that have been developed and make necessary adjustments
 * 5) **Staff Surveys and Interest Inventories**: To find out what staff already knows, interests and what they would like to know. Can develop PD based on readiness, interests and learning profiles
 * 6) **Book Study Group**: To promote a deeper understanding of material being considered by a group. The emphasis is on shared meaning through critical analysis and dialogue.
 * 7) **Japanese lesson components(TiPS 4RM)**
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**__Family of Schools’ Professional Learning Plan – Rough Work__**
__**Question**:__ How do we improve strategic competence in students with Patterning and Relationships to effectively solve problems by making connections between the different representations throughout K-12?

Level 3 - Mechanical – The user is making changes to better organize use of the innovation. From the lessons that we have already analyzed, our teachers are already using 3-part problems solving lesson design and they understand what the learning objectives are in their lessons, but they are not using it as effectively as they could(i.e. preplanned questions, anticipating student misconceptions, and supporting the math congress to lead students to a deeper understanding of the concepts being taught)
 * __Family of Schools representation using CBAM?__**

- program level tasks at beginning, middle and end of year 2 - Self evaluations by participants
 * __A reference to the evidence that will measure the impact of the plan__**

- divided up into 2 groups - Group 1 (grade 2,3,5,6,8,9 some admin, curriculum leaders, lead teachers, SERTs) Group 2 (grade K,1,4,7,10, 11,12, some admin, curriculum leaders, lead teachers, SERTs) - 3 elementary schools, 1 high school è 2 teachers from each grade at each school + admin + SERTs = 70
 * __Participants__**

- Superintendent - Approving budget items
 * __Overall Roles and Responsibilities__**

- Instructional Leaders - Introduction of the plan - Organizing locations, structure of events, speakers, resources, etc.. - Trainers

- Consultants - Trainers

- Administrators - Selecting which staff will go and relief time - Contact people in school - Active participants - Classroom Teachers - Active participants

- Local high school (auditorium, cafeteria, classrooms)
 * __Locations__**


 * __Budget__**

Year 1: $ 54, 687.5 ( see month-by-month plan) Year 2: $77, 731 ( Group 1 - $24 543. 4, Group 2 $53187.5) Year 3: $73, 630.50( Group 1 $49087, Group 2 $24 543.50 ) Year 4: $98,174 ( Group 1 $49087, Group 2 $49087) TOTAL $304, 223

__**Understanding of the Stages of Team Dynamics**__ (How did we address it?)
 * Forming** – done right at the beginning of the PD session in the facilitation component
 * Norming** – opportunity to practice in all book study session
 * Storming** – practice opportunity available for facilitation in book study sessions with support available as needed
 * Performing** – build-in session for check-in at the beginning and ending of each session with group and self-assessment with regards to the Responsibility Virus Check; sharing ongoing samples of work and discussions of key ideas through the wiki; celebrate successes through recognizing accomplishment in newletters;

__**Anticipated Challenges**__ Teacher misconceptions and Lack of Understanding
 * 1) Opportunities at beginning and end of each sessions to check in, reflect, ask questions and raise concerns
 * 2) Administration at each school provide meeting time for partners
 * 3) On-line discussion site (Wiki) – access for FOS

Teachers Lose Initiative in Light of Progress
 * 1) Instructional Leader to visit individual classrooms, provide support
 * 2) Celebrate progress – e.g., newsletter showcasing work, student work displays in school for Interview Night, Concert Night etc.
 * 3) Address individual support as needed

How will we measure our progress (collecting of evidence)? Formal and Informal Assessment
 * 1) Look at teachers’ development of 3 part lesson and its refinement
 * 2) Collection of student work samples
 * 3) Regular session check-ins
 * 4) Teacher reflections and self-assessments
 * 5) Observations

At the end of the year, Instructional Leaders meet to discuss progress of plan, review participants’ reflections and make necessary changes and modifications. This will be an ongoing process.

__**Predict/Explain Potential Benefits**__
 * 1) Developing Professional Learning Communities within individual schools and across FOS
 * 2) Training and creating leaders
 * 3) Creating and fostering a self-sustaining Professional Learning Community
 * 4) Teachers will have a deeper understanding of the math they are teaching, how they are teaching, why they are teaching it and where it will lead (math continuum)
 * 5) Teachers will start and continue to evaluate and reflect on their teaching practices and how this will affect individual students
 * 6) Creating and fostering life-long learners is the key in this PD plan. The focus is on pushing teachers to continually evaluate and reflect on their teaching practices, how it will at the end affect each individual student.
 * 7) Building a bank of effective problem solving lessons to be shared and utilized by FOS and Board.

__**How Teachers’ Proficiency in Teaching Mathematics Develops**__ (Reference to ‘Adding It Up’)

In the context of teaching, proficiency requires: --> addressed in the keynote speaker, facilitation process, book study, lesson analysis, lesson study, and coaching (content piece embedded in all) --> opportunities to observe, discuss, reflect and apply all skills at a practice level in the classroom with appropriate support and scaffolding --> opportunities to plan, observe, discuss, reflect and refine their classroom practice with the support of peer-coaches and experts --> getting satisfaction from having a deeper understanding of mathematical concept and teaching practices, sharing of ideas and successes?
 * Proficient Teaching of Mathematics (P380)**
 * **//Conceptual understanding//** of the core knowledge required in the practice of teaching;
 * **//Fluency//** in carrying out basic instructional routines;
 * **//Strategic competence//** in planning effective instruction and solving problems that arise during instruction;
 * **//Adaptive reasoning//** in justifying and explaining one’s instructional practices and in reflecting on those practices so as to improve them;
 * --> **myriad of opportunities to share, discuss, reflect on the learning process
 * **//Productive disposition//** toward mathematics, teaching, learning, and the improvement of practice.

Like the strands of mathematical proficiency is interrelated for students, these components of mathematical teaching proficiency are interrelated for teachers.

__**What do you envision for this Family of Schools?**__ By the end of the 4 year plan, the mastery of skills learnt by teachers can be incorporated into other strands of mathematics and other subject areas. New teachers can be trained and coached in lesson study, building self-sustaining professional development. Hence, lesson studies can be incorporated into other strands of mathematics and other subject areas. We anticipate we will have a majority of teachers in the FOS participating. __**Resources**__ Book Talk - “Elementary and Middle School Mathematics by John Van De Walle” chapter 19 – Algebraic Reasoning, Funcations and Functional Relationships chapter 1 – Teaching Mathematics in the context of the Reform Movement chapter 2 – Exploring What it Means to Do Mathematics chapter 3 – Developing Understanding in Mathematics chapter 4 – Teaching through Problem Solving chapter 5 – Building Assessment into Instruction - article “ What’s Right about Looking at What’s Wrong?” by D. Schifter, Educational Leadership 64, no. 3, November 2007, p22-27. - Photocopy chapter “Greating Dynamic Schools through Mentoring, Coaching, and Collaboration” Chapter 4 – coaching

Video Clips for Demonstration - Samples from Cathy Fosnot kits showing teaching and discussion of various elementary 3-part lessons - Marilyn Burns video - Rich Learning Tasks by Gary Flewelling, William Higginson, 2003 - GAINS video clips – upcoming 3-part lesson design in action

Webcasts - Coaching for Student Success in Mathematics – June 28, 2007 - Differentiating Mathematics Instruction – May 28, 2008 - High Yield strategies for improving mathematics instruction and student learning – February 26, 2008 - Learning Mathematics within contexts – October 30, 2007

Lesson Study Resources - Lesson Study – A Japanese Approach to Improving Mathematics Teaching and Learning – chapter 2 – An overview of Lesson Study - Lesson Study Early Years Math Strategy video - YRDSB

3-5 Year Plan – Family F
Group 1 (grade 2,3,5,6,8,9 some admin, curriculum leaders, lead teachers, SERTs) Group 2 (grade K,1,4,7,10, 11,12, some admin, curriculum leaders, lead teachers, SERTs)

- Facilitator training, pairing up for coaching and talk about group dynamics - Book Talk introduction, facilitator practice - Book Talk PD with video clips for demonstrations, begin coaching training - Single session – modifying existing lesson to adhere to new learning (to be tried in own classroom afterwards), coaching practice - Lesson analysis of that lesson with peer coaching || - introduction to PD plan with key note speaker - Marilyn Burns || - review first year accomplishments and discuss baseline data - Introduction to Lesson Study and demonstration - delivering the program level task and gathering formative data - Begin Lesson Study process - Complete Lesson Study for one lesson - delivering the program level task and gathering summative data and self assessment || - Participants from group 1 to share experience - Facilitator training, pairing up for coaching and talk about group dynamics - Book Talk introduction, facilitator practice - Book Talk PD with video clips for demonstrations, begin coaching training - Single session – modifying existing lesson to adhere to new learning (to be tried in own classroom afterwards), coaching practice - Lesson analysis of that lesson with peer coaching || - review second year accomplishments and discuss baseline data - Refine Lesson Study process for new lesson - delivering the program level task and gathering formative data - Complete Lesson Study for two lessons - delivering the program level task and gathering summative data and self assessment || - delivering the program level task and gathering baseline data - review first year accomplishments and discuss baseline data - Introduction to Lesson Study and demonstration - delivering the program level task and gathering formative data - Begin Lesson Study process - Complete Lesson Study for one lesson - delivering the program level task and gathering summative data and self assessment || - review third year accomplishments and discuss baseline data - Reformulate groups to integrate group 1 and group 2 - Begin lesson study process with new groups - delivering the program level task and gathering formative data - Complete Lesson Study for two lessons - delivering the program level task and gathering summative data and self assessment ||
 * Year 1 ||
 * Group 1 || Group 2 ||
 * - introduction to PD plan with key note speaker - Marilyn Burns
 * Year 2 ||
 * Group 1 || Group 2 ||
 * - delivering the program level task and gathering baseline data
 * Year 3 ||
 * Group 1 || Group 2 ||
 * - delivering the program level task and gathering baseline data
 * Year 4 ||
 * Group 1 and Group 2 ||
 * - delivering the program level task and gathering baseline data

Month by Month Plan – Year 1
 * __ Detailed Plan – Year 1 __**

· LOCATION – Family of Schools’ Secondary School Auditorium · PARTICIPANTS – group 1 and group 2 (i.e. two teachers from each grade level from Family of Schools, Administration representative, Special Education representative) – 70 invitees · RESOURCES – technology set-up, Power Point presentation to introduce PD Plan with rationale of // Looking at the EQAO data from the family of schools, we decided we need to focus on the our collaborative inquiry question of “How do we improve strategic competence in students with Patterning and Relationships to effectively solve problems by making connections between the different representations throughout K-12?” // · Introduce Keynote speaker – Marilyn Burns – to talk about developing young mathematicians through problem solving with a 3-part lesson design __ Session 1 – afternoon - Facilitator training, pairing up for coaching and talk about group dynamics __ · LOCATION – Family of Schools’ Secondary School Classrooms · PARTICIPANTS – group 1 · RESOURCES – technology set-up, power point of facilitation, practice scenarios, handout resources · Whole group session discussing what facilitation is · Divide group into smaller groups and discuss stages of group dynamics with consultant · Opportunity for group to get to know each other and set up group norms · Practice facilitation through group · In each group, have members paired up Support pairs - Instructional Leaders - introduction of the plan - organizing locations, structure of events, speakers, resources, catering etc.. - trainers - Consultants - trainers - Administrators - selecting which staff will go and relief time - contact people in school - Classroom Teachers - participants · supply teacher cost 66 x $100 = $6600 · supply teacher cost 33 x $100 = $3300 · catering $15 x 80= $1200 · keynote speaker = $1500 total - $12, 600 || · LOCATION – Family of Schools’ School Classrooms · PARTICIPANTS – group 1 · RESOURCES – book, book talk handouts ( photocopies of articles), reflection templates, video technology, wiki setup · Introduce what is a Book Talk, video demonstration · Time to practice facilitation scenarios again - Instructional Leaders - trainers - Consultants - trainers - Administrators - participants - Classroom Teachers - participants · supply teacher cost 33 x $100 = $3300 · catering $5 x 40 = $200 · books 35 x $100 = $3500 · photocopy cost 35 x 50 x 0.05 = $87.50 total – $7087.50 __ Session 3– Book Talk PD with video clips for demonstrations, begin coaching training in book talk session __ · LOCATION – Family of Schools’ School Classrooms · PARTICIPANTS – group 1 · RESOURCES – video technology, videos, chart paper and markers · In book talk groups, discussion of topics given with a video demonstration afterwards facilitated, recording by participants · At beginning of each talk, check for responsibility virus - Instructional Leaders - trainers - Consultants - trainers - Administrators - participants, faciliators, recorders - Classroom Teachers - participants, faciliators, recorders · supply teacher cost 33 x $100 = $3300 · catering $5 x 40 = $200 total – $3500 || · LOCATION – Family of Schools’ School Classrooms · PARTICIPANTS – group 1 · RESOURCES – video technology, videos, chart paper and markers · In book talk groups, discussion of topics given with a video demonstration afterwards facilitated, recording by participants · At beginning of each talk, check for responsibility virus - Instructional Leaders - trainers - Consultants - trainers - Administrators - participants, faciliators, recorders - Classroom Teachers - participants, faciliators, recorders · supply teacher cost 33 x $200 = $6600 · catering $10 x 40 = $400 total – $7000 || · LOCATION – Family of Schools’ School Classrooms · PARTICIPANTS – group 1 · RESOURCES – video technology, videos, chart paper and markers · In book talk groups, discussion of topics given with a video demonstration afterwards facilitated, recording by participants · At beginning of each talk, check for responsibility virus - Instructional Leaders - trainers - Consultants - trainers - Administrators - participants, faciliators, recorders - Classroom Teachers - participants, faciliators, recorders · supply teacher cost 33 x $100 = $3300 · catering $5 x 40 = $200 total – $3500 || · LOCATION – Family of Schools’ School Classrooms · PARTICIPANTS – group 1 · RESOURCES – video technology, videos, chart paper and markers · In book talk groups, discussion of topics given with a video demonstration afterwards facilitated, recording by participants · At beginning of each talk, check for responsibility virus - Instructional Leaders - trainers - Consultants - trainers - Administrators - participants, faciliators, recorders - Classroom Teachers - participants, faciliators, recorders · supply teacher cost 33 x $100 = $3300 · catering $5 x 40 = $200 total – $3500 || · LOCATION – Family of Schools’ School Classrooms · PARTICIPANTS – group 1 · RESOURCES – video technology, videos, chart paper and markers · In book talk groups, discussion of topics given with a video demonstration afterwards facilitated, recording by participants · At beginning of each talk, check for responsibility virus - Instructional Leaders - trainers - Consultants - trainers - Administrators - participants, faciliators, recorders - Classroom Teachers - participants, faciliators, recorders · supply teacher cost 33 x $200 = $6600 · catering $10 x 40 = $400 total – $7000 || · LOCATION – Family of Schools’ School Classrooms · PARTICIPANTS – group 1 · RESOURCES – video technology, videos, chart paper and markers · In book talk groups, discussion of topics given with a video demonstration afterwards facilitated, recording by participants · At beginning of each talk, check for responsibility virus - Instructional Leaders - trainers - Consultants - trainers - Administrators - participants, faciliators, recorders - Classroom Teachers - participants, faciliators, recorders · supply teacher cost 33 x $100 = $3300 · catering $5 x 40 = $200 total – $3500
 * September ||
 * __ Session 1 – Morning - Overview of PD Plan, Keynote Speaker __
 * __ Roles and Responsibilities __**
 * __ Budget __**
 * October ||
 * __ Session 2 – Book Talk introduction, facilitator practice __
 * __ Roles and Responsibilities __**
 * __ Budget __**
 * __ Roles and Responsibilities __**
 * __ Budget __**
 * November ||
 * __ Session 4 and 5 – Book Talk PD with video clips for demonstrations, begin coaching training in book talk session __
 * __ Roles and Responsibilities __**
 * __ Budget __**
 * December ||
 * __ Session 6– Book Talk PD with video clips for demonstrations, begin coaching training in book talk session __
 * __ Roles and Responsibilities __**
 * __ Budget __**
 * January ||
 * __ Session 7– Book Talk PD with video clips for demonstrations, begin coaching training in book talk session __
 * __ Roles and Responsibilities __**
 * __ Budget __**
 * February ||
 * __ Session 8and 9 – Book Talk PD with video clips for demonstrations, begin coaching training in book talk session __
 * __ Roles and Responsibilities __**
 * __ Budget __**
 * March ||
 * __ Session 10 – Book Talk PD with video clips for demonstrations, begin coaching training in book talk session __
 * __ Roles and Responsibilities __**
 * __ Budget __**

|| · LOCATION – Family of Schools’ School Classrooms · PARTICIPANTS – group 1 · RESOURCES – eworkshop lesson planning template · Participants bring in upcoming lesson to modify based on book talk discussions · Coaching practice with support pairs based on lessons - Instructional Leaders - trainers - Consultants - trainers - Administrators - participants, bring lesson - Classroom Teachers - participants, bring lesson · supply teacher cost 33 x $100 = $3300 · catering $5 x 40 = $200 total – $3500 || · LOCATION – Family of Schools’ library / seminar room · PARTICIPANTS – group 1 · Reflect on lesson based on how it went – strengths, areas of improvement, next steps · Coaching with Support Pairs based on that lesson - Instructional Leaders - trainers - Consultants - trainers - Administrators - participants, bring lesson - Classroom Teachers - participants, bring lesson · supply teacher cost 33 x $100 = $3300 · catering $5 x 40 = $200 total – $3500 ||
 * April ||
 * __ Session 11 – Single session – modifying existing lesson to adhere to new learning (to be tried in own classroom afterwards), coaching practice __
 * __ Roles and Responsibilities __**
 * __ Budget __**
 * May ||
 * __ Session 12 – Lesson analysis of that lesson with peer coaching __
 * __ Roles and Responsibilities __**
 * __ Budget __**
 * June ||

TOTAL BUDGET - $ 54, 687.5