May 2011: Leading Student Achievement: Networks for Learning
In May of 2011, Elementary and Secondary school principals gathered to wrap up the 6th year of the Leading Student Achievement project. Each of the Ontario principals' associations gave a brief introduction where they explained that the emphasis of the project will continue to be on building the leadership capacity of principals and vice principals. They congratulated participants on their stamina, focus and continued dedication to the project.
Following the introduction to the day, Eleanor Newman from The Literacy and Numeracy Secretariat spoke on a variety of topics for her presentation, Learning on the Road to Excellence.
Dr. Ken Leithwood then spoke about the relationships between the key learning conditions, leadership and student achievement, as well as the findings from his Interim Evaluation Report.
The day concluded with a presentation by Lucy West on high yield instructional strategies for improving student learning.
Eleanor Newman, Senior Executive Officer – The Literacy and Numeracy Secretariat
In Eleanor Newman's presentation she describes at the goals of reaching every student, outlined key leadership functions, and talked about promoting collaborative cultures. She then focuses her time on discussing the instructional cores of the classroom, the school, the district, and the province.
Video Segment:
Learning on the Road to Excellence
Dr. Ken Leithwood, Professor Emeritus – OISE/University of Toronto
Dr. Ken Leithwood begins his talk by stating that Leading Student Achievement: Networks for Learning can no longer be classified as a project now that it is moving into its seventh year. He then explains that there is evidence of a strong relationship between the key learning conditions and student achievement, which is shown in EQAO results, and has led to the development of the LSA Theory of Action. Leithwood suggests that when a principal is trying to do improvement work within the school, he/she should select one of the key conditions since each of the conditions have been proven to directly impact student learning and achievement.
Leithwood then concludes by outlining the five recommendations he has made based on the research findings in his Interim Evaluation Report.
Video Segment:
LSA: Staying the Course
Lucy West, Education Consultant – M2etamorphosis
The first portion of Lucy West's presentation focuses on robust talk being at the heart of deep and lasting student learning. She highlights three high yield instructional strategies that incorporate discourse: giving specific verbal feedback, asking worthwhile questions and teaching students self-verbalization.
West raises the following question: "How do leaders determine the effectiveness of instruction?" She explains the importance of uncovering 'vital behaviours', that is, those teaching behaviours that are crucial to successful student learning and achievement. Once these vital behaviours are determined, it is imperative to support the development of these behaviours in our teachers and continually pay attention to the results.
After illustrating vital behaviours, West presents a format that she has used to assist teachers in developing ways of improving student learning in their classrooms. The format she has used consists of a four step process, which has resulted in an improvement in student attendance, an improvement in the students' courage to take risks, and an improvement in student to student questioning.
Video Segment:
Realities of Principal and Teacher Instructional Leadership: What are the High Level Strategies for Improving Student Learning?
