Embedded Files
Building staff members’ sense of internal accountability
Building staff members’ sense of internal accountability
SEF 3.1 - educators collaborate to identify and implement evidence-based conditions that support intellectual engagement of students (learning experiences that are meaningful, interesting, motivating, challenging, productive).
SEF 3.1 - educators collaborate to identify and implement evidence-based conditions that support intellectual engagement of students (learning experiences that are meaningful, interesting, motivating, challenging, productive).
Promote collective responsibility and accountability for student achievement
Promote collective responsibility and accountability for student achievement
- staff surveys measuring the impact of professional development on teaching practice
- During these PD sessions, I was exposed to a variety of strategies and tools that I can incorporate into my educational practice to achieve the goals of the SIPSA?
- Please identify the areas in which your knowledge and application of these strategies and tools was enhanced
Regularly engage staff in analyzing data on the learning progress of all students
Regularly engage staff in analyzing data on the learning progress of all students
- pre and post tests to determine impact of professional development on student learning and achievement
- The tests included transformation geometry thinking/application (only application for primary) questions from 2006-2010 - Gr 3 EQAO (13 qs) for Grade 3-5s. For participating Grade 7-8 students, Grade 6 transformation geometry EQAO questions were used (13qs).
- These increases seem to suggest significant student learning occurred related to transformational geometry
Meeting the demands for external accountability
Meeting the demands for external accountability
Clearly define accountability in terms that are mutually understood and agreed to and that can be rigorously reviewed and evaluated
Clearly define accountability in terms that are mutually understood and agreed to and that can be rigorously reviewed and evaluated
- Use the Improvement Planning Assessment Tool to;
- identify student learning needs using demographic, program and perceptual data
- articulate smart outcome goals to address learning need
- select instructional strategies, resources and actions to produce the desired outcomes
- examine the evidence that will inform future improvement plans
- determine how leadership practices will facilitate monitoring & support the implementation of strategies
WCDSB Technology Learning Fund - EQAO Math Report 2017.pdfProvide an accurate and transparent account of the school’s performance to all school stakeholders (e.g., ministry, board, parents, and the Catholic community)
Provide an accurate and transparent account of the school’s performance to all school stakeholders (e.g., ministry, board, parents, and the Catholic community)
- As the District Lead for the Technology Learning Fund – Mathematics (TLF-M) at the Waterloo Catholic District School Board (WCDSB), I coordinated a math curriculum learning action research project to build capacity in the effective teaching and learning of transformational geometry through classroom embedded collaborative inquiry that incorporated different school contexts, 21st century competencies and technology.
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