Embedded Files
Providing instructional support
Providing instructional support
SEF 2.2 - learning environment supports professional dialogue about content in curriculum and how to implement instructional practices that lead to deep conceptual understanding. Practices that have been collaboratively established are used to determine decisions based on student needs.
SEF 2.2 - learning environment supports professional dialogue about content in curriculum and how to implement instructional practices that lead to deep conceptual understanding. Practices that have been collaboratively established are used to determine decisions based on student needs.
Participate with staff in their instructional improvement work
Participate with staff in their instructional improvement work
- participate in elementary math lead teacher PD alongside staff to learn about best practices for improving numeracy achievement
- raise meta cognition of pedagogical moves that build thinking classrooms
- learn about research related to 5 strands of mathematical proficiency (procedural fluency, conceptual understanding, strategic competence, productive disposition, adaptive reasoning )
Observe classroom instruction and provide constructive feedback to teachers
Observe classroom instruction and provide constructive feedback to teachers
- conduct instructional rounds for number strings talks and guided reading
- feedback e.g. The teacher shapes instruction appropriately so that it is helpful to students who learn in a variety of ways. Students were allowed to gather evidence by using a variety of manipulatives (i.e. grid paper, ruler, meter stick, sticky-notes) in order to conceptualize the problem and demonstrate their approach for solving the question by applying a standard algorithm. Next step - have students repeat teacher's instructions to verify their understanding of the learning objective.
Monitoring progress and student learning and school improvement
Monitoring progress and student learning and school improvement
SEF 4.2 A clear emphasis on high levels of achievement in literacy and numeracy is evident throughout the school.
SEF 4.2 A clear emphasis on high levels of achievement in literacy and numeracy is evident throughout the school.
Collaborate with staff during the process of data interpretation
Collaborate with staff during the process of data interpretation
- work with teachers to analyze student responses in the EQAO IIR to determine learning needs and set targets for SIPSA
- based on EQAO data we noticed the needs are in the Geometry and Spatial Sense/Measurement strands (gr 6) and in Number Sense and Geometry (gr 3)
- thinking and Application questions are the greatest need
Give priority to identifying those students most in need of additional support
Give priority to identifying those students most in need of additional support
- have teachers identify 3 marker students in reading, writing and math
- track the progress of marker students, assessment tools and strategies
- validation of SIPSA targets
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