Leadership

LEADERSHIP ONE

MODULE FIVE
Teaching Learning Critical Pathway
 Leadership One

Session Objectives www.lumaxart.com/

Participants will:

 Develop an awareness of the E-best team mandate and how

the team supports school/service improvement planning
 Understand school data
 Gain an understanding of the Teacher Learning Critical
Pathways
 Review the TLCP and relate this to School Improvement
Planning Process
 Use reflective practice as a leadership skill
 Leadership One

Session Agenda www.lumaxart.com/

 Introduction – Welcome and Overview of Session Four/ Reflection and

Questions
 Reflective Practice: Review of Session Four, insights and sharing.

 Activity One: How E-Best Supports School/Service Planning

 Activity Two: Teaching Learning Critical Pathways – What is it? Why?

Analyze data.

 Activity Three: Taking Action – Implement the TLCP

 SUPPER

 Activity Four: SIP and TLCP

 Activity Five: Reflective Practice (BLOG)

 Leadership One
Ontario Leadership
Competencies Highlighted www.lumaxart.com/

Setting Directions:
•think strategically and build and communicate a coherent vision in a range of compelling ways
•strategic planning processes
•motivates and works with others to create a shared culture and positive climate

Building Relationships and Developing People

•leads by example, modelling core values
• demonstrates transparent decision-making and consistency between words and deeds
•effective strategies for leadership development

Developing the Organization

•engage in dialogue which builds community partnerships
•change management strategies
•foster a culture of change

Leading the Instructional Program

•establish and sustain appropriate structures and systems for effective management of the school
•make organizational decisions based on informed judgements
• manage time effectively
•strategies for improving achievement
•effective pedagogy and assessment
•use of new and emerging technologies to support teaching and learning
•tools for data collection and analysis

Securing Accountability
•makes connections to ministry goals to strengthen commitment to school improvement efforts
•collect and use a rich set of data to understand and assess the strengths and weaknesses of the school
•the use of a range of evidence to support, monitor, evaluate and improve school performance
Leadership One

E-Best www.lumaxart.com/
 Teaching-Learning Critical
Pathways? Research says...
The Teaching-Learning Critical Pathway makes use of the following
high-yield strategies for improving student achievement:

• setting high expectations for students (Brophy & Good, 1974)

• using assessment for learning to guide instruction (Chppuis et al., 2005)

• providing frequent, useful and useable feedback for students (Black &
Wiliam,1998)

• understanding the meaning and scope of curriculum expectations

(Reeves, 2002)

• engineering effective classroom discussion,questions and learning tasks

that elicit evidence of learning (Marzano, Pickering, & Pollock, 2001)
 Job-embedded PD
Data: gather evidence of interwoven throughout
student achievement, then the pathway process
Record data - Reflect on
identify curriculum areas of
Practice Celebrate
greatest need Cluster curriculum
Success Plan next
expectations
steps
•map curriculum
•student interventions
•mine and sort criteria
•next cycle

Teaching Learning “BIG Idea”

Critical Pathway
Assessment Decisions
(SMART Goal Cycle) culminating task – diagnostic
Explicitly teach during the – formative assessment
pathway, embedding
Gradual Release in the Explicit
Comprehensive Literacy feedback to
Framework students Identify instructional
through daily decisions, high yield
assessment for strategies, & resources for
learning students & teachers

Revisit/Refine
Culminating Task
Refine Criteria and begin
Diagnostic Moderation

Develop a common instructional Record Baseline Data &

07/12/09 19:56 rubric and revisit criteria and Set Student Progress
instructional decisions Targets
 Leadership One
TLCP – Leadership
perspective www.lumaxart.com/

Activity Two
Participants will be split into TWO groups for this activity
Teaching-Learning Critical
Pathways?
Supper
 Learning Teams in Action
Activity Three

In the last activity, YOU discussed the needs of school and students
based on the TLCP process. In this activity, YOU will walk through
(oversee) the TLCP process in a school as a method for
change/improvement and relate to the OLM.

How has does this process strengthen Teacher/School Learning

Communities and Professional Learning Networks?
 TLCP and SIP
Activity Four

Group Presenter:

How does your TLCP impact the school

improvement”
 Leadership One

Reflection www.lumaxart.com/

After discussing with your mentor group, in your Blog this week,
write about one or more of the following questions (questions
are posted on the Leadership blog):
ALSO POSTED ON THE BLOG
Data Analysis
In our school/department:
 Do we review the results of student assessment or department data together as a team?
 Do we have a method for analysing the results?
 Do we need to learn more about the impact of poverty on teaching/learning?
TLCP/ Learning Communities
 How does this cycle provide a stage for Teacher Learning Communities?
 Does the implementation of the TLCP provide support for Learning Communities?

How does the implementation of the TLCP in schools relate to the

Ontario Leadership Framework competencies?