Leadership for Learning and the Renewed Mathematics Strategy Leading Student Achievement Spring Symposium April 29, 2016 Cathy Montreuil Chief Student Achievement Officer of Ontario and Assistant Deputy Minister, Student Achievement Division, Ministry of Education
Purpose: To provide an overview of the Leadership for Learning Context To provide an overview of the Renewed Mathematics Strategy To examine the intersection between them 2
Leadership in the Context of Achieving Excellence What: Supporting the goals of Achieving Excellence So What: A shift in leadership - Leadership for Learning Now What: Build coherence and collaboration to support the shared work going forward (e.g., the Renewed Mathematics Strategy)
Excellence Well-Being All Learners Equity Public Confidence Ontario s Renewed Vision for Education 4
Leadership in the context of Achieving Excellence The Achieving Excellence vision goes broader and deeper to include the complexity of well-being. Set in a VUCA world context (volatile, uncertain, complex, ambiguous). This requires us all, including the Ministry, to think differently about the way in which leadership practice impacts the work of schools and districts.
Achieving Excellence: A Renewed Vision for Education in Ontario Ontario will cultivate and continuously develop a high-quality teaching profession and strong leadership at all levels of the system. Together, we will build on past achievements and move forward with ambitious goals.
Leadership Foundation : The Ontario Leadership Framework Strong Districts & Their Leadership Reshaping leadership continues to draw upon the Frameworks and the Research that supports them.
Leadership in the context of Achieving Excellence Reflection on our leadership journey. Understanding the necessary leadership needed to support Achieving Excellence. Focusing on: transforming culture; optimizing conditions for teaching, leading and learning; and investing in and building upon professional capital.
The Important Role of Formal Leaders Influence, Motivate, Inspire
Renewed Vision for Leadership: Leadership for Learning and Formal Leaders Leadership that transforms culture and optimizes conditions for leading and learning is central to Achieving Excellence: A Renewed Vision for Education in Ontario. All staff - business support workers, educators, formal and informal leaders - have a role in contributing to the transformation of the culture of the organization. Those in formal leadership positions have a unique role to play as they ensure the necessary conditions that deepen learning, engagement, and enhance collective responsibility.
Leadership for Learning Shares leadership with everyone Prioritizes the importance of reflection individual and collective Leverages the expertise and experiences of all Invites contribution from all voices Enhances collective growth mind-set in the service of student achievement and well-being Growth-mindset and collective teacher efficiency
Leadership for Learning and the Renewed Mathematics Strategy Leadership for Learning and the Renewed Mathematics Strategy build on the achievements of the past decade and broaden and deepen the role of leaders in the following ways: Signal a shift in the practice of leadership in support of mobilizing the goals of Achieving Excellence; and Call upon leaders at all levels of the system provincial, district and school to reflect on their leadership journey as they make contextually relevant and cohesive decisions based on research and evidence of impact.
Our Present Context in Mathematics The economy is increasingly becoming knowledge-based, where the predictable, routine tasks of today will become automated; and the non-routine, unpredictable tasks will become the jobs of the future. At the same time, it is becoming increasingly evident that mathematical knowledge is a critical component of success, where the jobs of today and tomorrow will require key mathematical skills and knowledge. Innovation and entrepreneurial sectors are among the fastest growing sectors of the economy and are closely linked to mathematics. 13
Our Present Context in Mathematics (Cont d) Results from provincial EQAO, international, and classroombased assessments have helped to identify the strengths (e.g., knowledge and understanding of math content) and needs (e.g., application of knowledge to solve problems) of student learning and our programs. Ontario has a history and a world-wide reputation for improving student achievement. It is in response to this current context that the Renewed Mathematics Strategy calls on all of us to leverage the collective knowledge and skills from our shared past of success to focus on improving student achievement in mathematics. 14
Our understanding of the improvement process and supporting conditions Adopt a Whole- School/Department Approach Monitor for Evidence of Impact Focus on Student Learning and Well-Being Promote Leadership for Learning Access Knowledgeable Expertise Focus on Curriculum, Pedagogy and Professional Practice 15
Highlights of the Renewed Mathematics Strategy The Renewed Mathematics Strategy is an Early Years to Grade 12 roadmap that leverages the collective knowledge and skills from our shared successes of the past, to focus on improving student achievement in mathematics. The strategy provides new forms of support to all schools, increased support to some schools and intensive support to a select group of schools with the greatest needs in mathematics. Support will also include a focus on the strengths and needs of students with learning disabilities and students taking compulsory courses in Applied Mathematics. 16
A Targeted Approach to Supporting Mathematics Learning, Teaching and Leading Support for ALL Schools Protecting a minimum of 60 minutes each day for mathematics instruction. Support for professional learning in mathematics for educators. Establishing up to three elementary school mathematics lead teachers in every elementary school. Support for all elementary principals to support whole-school approach to math. Support for learning at home through parent resources that provide helpful tips and information on the mathematics curriculum. Better access to online math resources and math supports. Math support for Grades 6 to 9 outside of the school day. Transition Years Planning (Grades 7 to 9): Focus on math learners who are below the provincial standard on Grade 6 EQAO. Professional Activity (PA) day devoted to mathematics/numeracy. Newly designed subsidies to support participation in Mathematics Additional Qualifications (AQ) courses as a school-based team, including principals.
A Targeted Approach to Supporting Mathematics Learning, Teaching and Leading Increased Support for SOME Schools Additional support for professional learning in mathematics for educators in some elementary schools with low EQAO math results in Grades 3 and 6. Funding for a DSB-based professional learning mathematics facilitator where board size and school performance warrant this support. Selected schools with lower achievement in Grade 9 Applied Mathematics receive additional funding to release teachers to collaborate on the effective assessment and analysis of student work, plan instruction in response to students strengths and needs, and evidence informed instructional strategies. Regional networking among secondary math leads.
A Targeted Approach to Supporting Mathematics Learning, Teaching and Leading Intensive Support for FEW Schools The most support for professional learning in mathematics for educators in few elementary schools with the lowest EQAO math results in Grades 3 and 6: special focus on students with learning disabilities. Funding for an elementary school-based mathematics facilitator with a particular focus on studying/assessing student learning. DSBs will have the flexibility in staffing for this position based on their particular needs and existing capacity. Additional funding for math lead release time is allocated to secondary schools with the greatest achievement challenges. Principal coaching in partnership with OPC/CPCO/ADFO
Next Steps Operationalize the Renewed Mathematics Strategy in partnership with district school boards, teaching federations and other education partners. Work with teaching federations and education partners to create newly designed subsidies to encourage educators to participate in Mathematics AQ courses as a school-based team. Develop a comprehensive research, monitoring and evaluation plan, which includes a third-party developmental evaluation of the implementation and impact of the strategy. 20
Renewed Vision for Leadership: Leadership for Learning and Formal Leaders In the context of your role as Principals and Vice- Principals in supporting student achievement and well-being, what are the reciprocal, agile and adaptive leadership shifts required (both individual and collective) to address the broader and deeper scope required to mobilize Achieving Excellence and the Renewed Mathematics Strategy?
Thank you! For further information contact: Cathy Montreuil 1-416-325-9964 Cathy.Montreuil@ontario.ca Or contact executive assistant: Josie Vite 1-416-327-5317 Josie.Vite@ontario.ca 22