2018-19 GOAL 1: Professional
- Principals and vice-principals engage in effective supervision that focuses on instructional and assessment practices that maximize student development, engagement, and learning.
- Promote and support the use of appropriate curriculum, learning resources, and effective instructional strategies.
- Know current teaching and learning practices in every classroom through on-going supervision.
Standard 3: Supervision for Learning – Clarifying Purpose
- Set and maintain high and achievable expectations for all learners.
- Engage teachers in dialogue about the effective use of instructional time.
- Involve teachers in data collection, analysis, and dialogue about student learning and instruction.
Standard 3: Supervision for Learning – Professional Relationships
- Create opportunities to build professional relationships that inspire trust and demonstrate respect.
- Demonstrate curiosity when engaging in reflective dialogue about teaching and student learning.
Standard 3: Supervision for Learning – Learner-Focused Dialogue
- Create a culture of understanding that focuses on the child as a “learner”
- Engage in purposeful and on-going learner-focused dialogue.
- Ensure students’ educational needs are central to all decision making.
Standard 3: Supervision for Learning – Structures and Support
- Encourage collaborative staff teams to engage in an inquiry model based on data/evidence that promotes student engagement and learning.
- Promote reflection and dialogue about effective teaching practices.
- Actively work with staff to create opportunities to improve targeted areas of development.
- Focus on key areas of for school action plan
- Main goal: reading achievement
- Subgoals/strategies: instruction, assessment, self-regulation
- Discuss and reflect on Balanced Literacy Instruction with a focus on Guided Reading Instruction (ongoing)
- Introduce Learning Sprints model of staff collaboration and development
- Attend workshops with Simon Breakspear (completed, October 2018)
- Engage in 2-3 sprints in grade groups (completed in Dec 2018 and March 2019)
- Learning Sprints survey to staff
- Create Learning Sprints team
- Participate in Learning Walks
- Develop capacity to engage in curious, reflective dialogue
- Build on the success of self-regulation to plan for continual growth in reading instruction and reading achievement
- Determine reasons for success (completed – see here)
- Build on these to plan for supporting development and growth maintenance of reading instruction (ongoing)
- Consistency of language of reading instruction
- Consistency of instructional strategies
- Reflect and grow in the area of formative assessment (ongoing)
- Learning intentions
- Success criteria
- Descriptive feedback that drives learning forward
- Embedded Formative Assessment – practical strategies and tools for K-12 teachers by Dylan Wiliam
- Why Don’t Students Like School?: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom by Daniel T. Willingham
- Creating the Schools Our Children Need: Why What We are Doing Now Won’t Help Much by Dylan Wiliam
- The Knowledge Deficit: Closing the Shocking Education Gap for American Children by E.D. Hirsch Jr.
- Leadership for Teacher Learning: Creating a Culture Where All Teachers Improve So That All Students Succeed by Dylan Wiliam
- Making Good Progress?: The Future of Assessment for Learning by Daisy Christodoulou
- Reduce Change to Increase Improvement by Viviane Robinson
- Switch: How to Change Things When Change Is Hard by Chip and Dan Heath
- The Science of Learning by The Deans of Impact