August 2005: Expanding the Professional Dialogue Symposium
Serge Plouffe, ADFO; Claire Thibideau, ADFO; Paul Carr, CPCO; Ian McFarlane, OPC
Serge Plouffe begins by welcoming participants and expressing appreciation for their attendance at this summer symposium. He remarks that there is province-wide representation from public, Catholic, and francophone boards, then reviews the agenda and introduces the steering committee responsible for organizing the symposium.
The presidents of Ontario's three principals' councils stress the strong moral purpose and responsibility underlying this initiative to improve student achievement in literacy and numeracy. They also note that the leadership role of principals in this initiative is crucial to its success. Finally, they emphasize the close collaboration of the three principals' associations, Curriculum Services Canada, the Literacy and Numeracy Secretariat, and the Ministry of Education in undertaking this project.
Video Segment:
- Welcome and Introductions (Length: 13 minutes)
Colleen Russel, Literacy and Numeracy Secretariat
Colleen Russel points out that the provincial target poses a challenge for many boards in Ontario. She states that the focus must be on helping all students improve their achievement in literacy and numeracy, and that it is the responsibility of everyone in each board to become involved in the process. She acknowledges the collaborative efforts of ADFO, CPCO, and OPC in developing Leading Student Achievement: Our Principal Purpose, an initiative intended to help principals develop effective leadership practices through the creation of 'Principal Learning Teams' in each board. Russel outlines the organization of these teams, the research component involved, the focus and learning path to be undertaken, and the roles of SAOs, supervisory officers, and principals' associations. She explains that principals are responsible for developing Professional Learning Communities within their schools with emphasis on action research, continuous improvement, and a focus on results. Russel concludes the segment by presenting the plan for beginning the process she has outlined and stresses the importance of connecting with others throughout the process.
Video Segment:
- Welcome and Introductions (Length: 16.5 minutes)
Additional Materials:
Serge Plouffe, ADFO; Nelly Kelders, CPCO; Joanne Robinson, OPC
The presenters describe the inaugural meeting in April 2005, the development of the August symposium, the partnership between the Literacy and Numeracy Secretariat and the three principals' associations, and the rationale for the establishment of Professional Learning Communities. They summarize the beliefs that form the foundation of the project and ensure that continuous support will be provided for those involved. The presenters explain that a research component is embedded in the project, and its purpose is to attempt to prove the premise that the PLC format does improve student achievement. Next, they describe the roles of the leaders of the Principal Learning Teams while emphasizing that the process is an evolving one, where the roles will change as needed. Finally, they outline the role of the principals' associations and supervisory officers in supporting the work of the participants.
Video Segment:
- Background and Overview (Length: 21.5 minutes)
Additional Materials:
Carol Campbell, Literacy and Numeracy Secretariat
Carol Campbell describes how the Literacy and Numeracy Secretariat has made a strategic commitment to research and evidence-based research. She describes the roles of the Secretariat (LNS), of each 'Principal Learning Team (PLT), and of Dr. Ken Leithwood (O.I.S.E./UT), while also highlighting the purpose of the research and the manner in which it will be conducted.
Video Segment:
- Research and Inquiry Process (Length: 7.5 minutes)
Additional Materials:
Dr. Jim Parker, Trent University
In Part 1, Dr. Parker presents three assumptions regarding emotional and social competency and explains how growth occurs in this area of competency. He lists the components found in most models of emotional intelligence, then provides those of the Parker, Wood, and Bond Model. Parker then addresses the question of what predicts student achievement and success at the post-secondary level, outlining the traditional indicators people have used and asserting that these have not been good predictors. It is social/ emotional competency that predicts academic success and student retention.
In Part 2, Dr. Parker shows that social and emotional competency can also predict levels of success for high school students. As well, he asserts that social/emotional skills can be learned, and shifts the focus to those in leadership roles who are responsible for managing change. Parker outlines behaviours that result in failure and then describes contrasting behaviours that result in success. His intent is to illustrate that social/emotional competency in leaders has positive outcomes. He next refers to the emotional intelligence survey available to participants in the project, encouraging them to complete this self-assessment tool as a beginning step toward becoming a good mentor. Parker concludes by discussing mentorship, reiterating the importance of social/emotional competency in successful mentoring relationships.
Video Segments:
- Social/Emotional Competencies for School Leadership Part 1 (Length: 47 minutes)
- Social/Emotional Competencies for School Leadership Part 2 (Length: 41 minutes)
Additional Materials:
Ruth Peden, Literacy Numeracy Secretariat
Ruth Peden presents topics including the characteristics of successful schools, based on proven research; components of effective change, based on an article by Peter Senge; an approach to school improvement planning based on SMART goals; an organizer for analyzing a school's improvement plan; the characteristics of Professional Learning Communities; and a rubric to measure the status of a school's development as a Professional Learning Community. While presenting each topic, she models and explains effective strategies for leading discussions or conducting workshops.
Video Segment:
- School Improvement Planning (Length: 44 minutes)
Additional Materials:
Sue Jackson, Learning Coordinator, Thames Valley District School Board
Judy Speirs, Student Achievement Officer, Literacy and Numeracy Secretariat
In the video segments below, Sue Jackson and Judy Speirs look at literacy fundamentals and discuss strategies that work. Literacy is defined and effective classroom practices that principals should be seeing in their classrooms are discussed. Highlights from the Literacy for Learning document are emphasized. The session concludes with what principals need to do to promote literacy and professional learning communities within their schools.
Video Segments:
- Introduction (Length: 2 minutes)
- UNESCO's Definition of Literacy (Length: 1 minute)
- Effective Classroom Practices (Length: 11 minutes)
- Literacy for Learning (Length: 10 minutes)
- A Comprehensive Literacy Program (Length: 3 minutes)
- Shared Reading Technique and "Look Fors" (Length: 10 minutes)
- Conclusion (Length: 5 minutes)
Additional Materials:
- Study Guide PDF
Dan Peter, K-8 Mathematics Consultant, Dufferin-Peel Catholic District School Board
In the video segments below, Dan Peter looks at the information contained in the Expert Panel Report and the layout of the revised Ontario Curriculum. He talks about the importance of making problem-solving the mainstay of mathematical instruction, and discusses the critical elements of the learning environment. Assessment in mathematics is highlighted and appropriate resources are identified. Peter concludes the session by applying many of these ideas to mathematical activities.
Video Segments:
- Introduction (Length: 3 minutes)
- Teaching Through Problem Solving (Length: 3 minutes)
- The Learning Environment (Length: 9 minutes)
- Assessing Effectively (Length: 2 minutes)
- Resources (Length: 1 minute)
- Math Activities (Length: 35 minutes)
Additional Materials:
- Study Guide PDF
Dr. Avis Glaze, Chief Student Achievement Officer, Literacy and Numeracy Secretariat
In the video segments below, Dr. Avis Glaze expresses her gratitude for the partnership that has developed between the Principals' Associations, the Literacy and Numeracy Secretariat, and other organizations. She stresses the importance of emotional intelligence and its role in developing strong leaders. She also describes the focused work that leads to concrete improvements in education and highlights this activity using examples within the issue of equity. She invites questions and comments, touches briefly on the topic of EQAO, and ends with a refocus on the important nature of the work of principals.
Video Segments:
- Introduction (Length: 4 minutes)
- The Importance of Emotional Intelligence
(Length: 2.5 minutes) - Leadership Research (Length: 2.5 minutes)
- Focused Work (Length: 1 minute)
- Equity (Length: 4.5 minutes)
- Comments and Questions (Length: 5.5 minutes)
- Testing (Length: 3 minutes)
- The Role of the Principal (Length: 2 minutes)
Additional Materials:
- Study Guide PDF
