Policy Short version and new cards Flashcards
1
Q
What should a student be doing who is on suspension for more than five days?
A
Must be offered a program
May need a re-entry meeting depending on the length of the suspension
2
Q
What do we need to consider when sharing personal information?
A
● there are laws that govern the release of personal information.
3
Q
You find out a teacher’s documentation of grades was falsely created - made up.
What does this connect to?
Leadership PLR’s.
A
Profession conduct
This could be a case of professional misconduct because they have falsified a record.
Ontario College of Teachers
School board - superintendent
PLR’s: social Do this all while preserving their dignity, and with empathy. Try to understand what led to this and put supports in place so that it doesn’t happen again
4
Q
A teacher keeps showing up to school in clothing that as not in alignment with the school dress code.
What does this connect to?
Leadership PLR’s.
A
Connects to professionalism - conduct unbecoming of a member and so also public confidence and also school climate.
Perhaps first an all-staff email to remind of dress policy - depending on the history with the staff member.
Next step a conversation with the staff member to address it directly - courageous conversation
PLR’s -
5
Q
How should staff deal with such behaviour?
A
May include: Identify the behaviour. Ask them to stop. Tell them why it is wrong or disrespectful Ask them to stop in the future
6
Q
How do we respond to a workplace violence situation?
A
● Notify police or emergency responders for immediate assistance
● Follow procedures in plan
7
Q
If you suspend a student what do you need to do?
A
Let parents or guardians know within 24 hours
Follow up with a letter that tells
- reason for suspension
- length of suspension
- information on the right to appeal
- supervisory officers contact info in case they have questions
- if it’s a long term suspension also need to provide information about the program to which they will be assigned
8
Q
What if a harassment problem can’t be resolved informally?
A
If it can’t be resolved informally, there are more formal procedures… would refer to the workplace harassment policy in the Ontario Workplace Health and Safety Act.
9
Q
What do supervisors need to ensure workers know in terms of responding to workplace violence?
A
● How to summon immediate assistance (phone? Walkie How to report incidents
● How the employer will investigate
● Know, understand and be able to carry out any measures and procedures that are in place as part of the program (lockdown, hold and secure)
10
Q
What are the steps of dealing with a harassment complaint?
A
Review the details of the incident or complaint
Investigate (including interviewing)
Decide if it’s workplace harassement
Report (including any corrective action being taken)
11
Q
What are the four Achieving Excellence goals from Ministry?
A
Achieving excellence in instruction and student achievement
Ensuring equity
promoting well-being
Enhancing public confidence
12
Q
Someone discloses that a staff member has abused a student (verbally, physically, emotionally, sexually or psychologically).
What does this connect to and who might we need to report to or consult with?
A
Connects to professionalism, well-being and public confidence. May be criminal action.
May need to consult or report to the ONtario College of teachers, possibly the police, and possibly Child and Family Services (check), depending on the actual situation. Inform and consult with Principal
13
Q
A teacher has disclosed to you that a child shows signs of physical abuse. You tell the teacher it is their duty to report it to the Children’s Aid Society. They refuse.
What does this connect to?
Leadership PLR’s.
A
Professional conduct
Well-being
Public confidence
Children’s Aid Society
Board
Ontario College of Teachers
PLR’s: social - managing emotions of others - help them think through the situation - considering all factors and perspectives, with the aim of promoting good professional judgment - help them manage emotions in order to make a reasonable and professional decision
thinking - know that emotional/social is paramount to student success
14
Q
What are some things that a safe school team should do?
A
- be aware of recent incidents of bullying and how they were addressed;
- compile resources for anti-bullying initiatives, and implement them;
- ensure that Safe Schools Incident Reporting Forms are accessible, well understood, and in use at your school.
15
Q
Which Act governs workplace violence?
A
Occupational Health and Safety Act
16
Q
A teacher is either:
- Failing to keep records as required by professional duties
- Failing to adequately supervise students under his/her supervision.
What does this connect to?
Leadership PLR’s.
A
Professional conduct
Public trust and confidence
Student safety
School climate
Ontario College of teachers
Board misconduct policies
PLR’s:
- problem solving
- knowledge of effective instruction - coaching conversation to find help teacher figure out how to keep records better - get to the heart of why it’s happening
- calm, supportive, but direct conversation
Proactivity
17
Q
What actions should a Principal consider suspending for?
In consideration of mitigating and other factors?
A
Uttering a threat to inflict serious bodily harm to another person
Possessing alcohol or illegal drugs
Being under the influence of alcohol
Swearing at a teacher or another person in a position of authority
Committing an act of vandalism that causes extensive damage to school property
Bullying
Any Board policies regarding suspensions
18
Q
What is the reason for using progressive discipline?
A
Combines discipline with opportunities to continue their education. It allows Principals to choose consequences appropriate to students needs and behaviour.
It gives students opportunities to learn from the choices they made.
19
Q
You find out a teacher has misrepresented their qualificatons. They are teaching French, but don’t actually have FSL qualifications.
What does this connect to?
Leadership PLR’s.
A
Professional Conduct
Public confidence
Possibly student achievement
Ontario College of Teachers.
Consult with P and Super.
Board policies related to teacher misconduct
20
Q
True of false. Failure to adequately supervise or protect a child could be considered physical abuse.
A
Yes if it’s consistent and intentional
21
Q
What does professional misconduct include?
Mis... Failing to Releasing ... Abusing ... Practicing under... Contravening... Failing to... Failing to ... Signing or issuing ... Falsifying a... Contravening a law... An act or omission... Conduct... Failing to ... Failing to ...
A
1) Misrepresenting oneself
2) Failing to maintain the standards of the profession
3) Releasing or disclosing information about a student to a person other than the student or, if the student is a minor, the student’s parent or guardian.
4) Abusing a student:
verbally
physically
psychologically or emotionally
sexually
5) Practicing under negative substance or dysfunction
6) Contravening a term/condition in his /her certificate of qualification
7) Failing to keep records as required by professional duties
8) Failing to adequately supervise students under his/her supervision.
9) Signing or issuing a document that the member knows is false or misleading (in professional capacity)
10) Falsifying a record relating to the member’s professional responsibilities.
11) Contravening a law if that contravention puts a student at risk or allows a student to remain at risk
12) An act or omission that would reasonably be regarded by members as disgraceful, dishonourable or unprofessional
13) Conduct unbecoming a member
14) Failing to comply with discipline
15) Failing to comply with the member’s duties under the Child and Family Services Act
22
Q
What is the general responsibility of teaching members regarding use of social media?
A
Maintain professional boundaries.
23
Q
What kind of complaints does the College of Teachers investigate?
A
Complaints must relate to alleged professional misconduct, incompetence or incapacity of a member of the teaching profession.
24
Q
What are the categories of child abuse?
A
- physical abuse
- sexual abuse
- neglect
- emotional abuse
25
For an informal resolution to workplace harassment, what might admin suggest to the complainant?
confront the person harassing them and let them know that the behaviour is not acceptable and get a commitment to stop the behaviour
Inform alleged harasser of concern and let them know about the Board’s policy on harassment
Provide a copy of the workplace harassment policies and procedures, or other related board policies to the alleged harasser
26
What is caregiver incapacity?
substance abuse or mental health concerns that have an impact on a child’s safety or well-being
27
What Act governs workplace harassment?
Ontario Occupational Health and Safety Act
28
When a principal receives a report from a staff member about student behaviour, what must he do?
- Investigate all incidents (listen, document)
- Determine what disciplinary action will be taken
- Use progressive discipline to determine appropriate consequences and supports (restorative consequences where possible)
- Inform the parents of the student who engaged in the behaviour
- If the behaviour negatively impacted another student, inform those parents as well
29
What are the 3 mitigating factors to consider in determining whether to suspend?
Pupil does not have the ability to control his or her behaviour
Pupil does not have the ability to understand the foreseeable consequences of his behaviour
The pupils continuing presence in the school does not create an unacceptable risk to others' safety
30
What does every school have to have for identifying and reviewing student placements?
Every school needs to have an IPRC (Identification, Placement and Review Committee) for identifying and reviewing students and their placements.
31
What student behaviours could be considered harassment? What are the consequences?
Bullying (which may include harassment) 1-20 days and police might be notified
Racial harassment 1-20 days and police might be notified
So need to consider workplace harassment procedures - may need to write a report.
32
When are behaviours under a 306 suspension a mandatory suspension?
If the actions are motivated by bias, prejudice or hate based on race, national or ethnic origin, language, colour, religion, sex, age, mental or physical disability, sexual orientation, gender identity, gender expression, or any other similar factor
33
You find out a teacher has given a child a grade on a report card that they did not earn, because they were worried about the fact that they had not contacted parents about the student's progress.
What does this connect to?
Leadership PLR's.
Professional conduct: falsifying a report
Public confidence
Ontario College of Teachers
Ethical standards
Professional misconduct regulation
Board Policy
PLR's: problem solving
Proactivity - knowing when a teacher is struggling - good relationships
34
What must a workplace program include?
● How to control risks
● What to do to summon assistance when workplace violence is likely to occur
● How to report
● How to investigate
So refer to the workplace violence program to find out what to do in terms of investigation and reporting.
35
How does professional use of technology relate to the Ministry goals?
Maintaining professional boundaries in all forms of communication is vital to maintaining the public trust in education.
36
What information must be shared with a parent or guardian of a student who behaved inappropriately?
What information can the Principal not provide?
The principal must tell parents or guardians
about:
• the incident
• the nature of the harm to the other student
• any disciplinary measures taken in response
to the incident
• the supports that will be provided for their
child in response to the incident.
The principal cannot name or provide information about the student who was harmed by the incident.
37
Where do we find the procedure for parent appeals to suspensions?
Student behaviour, discipline and safety regulation
38
You find out a teacher who was driving students to a sports event put an extra student in the back seat and they didn't have a seat belt for.
What does this connect to?
Leadership PLR's.
Student safety
Legal system
Professional conduct
```
Board
Police
Ontario College of Teachers
Standards of practice
Ethical standards
Professional misconduct regulation
```
Personal Leadership Resources
Problem solving
Proactivity
39
Who is required to report a behaviour that could be considered for a suspension or expulsion.
All school board employees are required to
report in writing to their principal any incident
that must be considered for suspension or
expulsion.
40
A parent complains that a teacher shared private information about a student at a cocktail party or to another teacher on staff.
What does this connect to?
Leadership PLR's.
Teacher professional conduct
- sharing information about a student
- maybe student wellbeing
Public confidence
```
Board
Ontario College of Teachers
Standards of practice
Ethical standards
Professional misconduct regulation
```
Proactive
Problem solving
41
What are the other factors that can be considered, if they would mitigate the seriousness of the action
- pupils history
- whether a progressive discipline approach has been used
- whether the action for which they might be suspended or expelled was related to harassment of the pupil because of his or her race, ethnic origin, religion, disability, gender, or sexual orientation or to any other harassment
- how the suspension or expulsion would effect pupils ongoing education
- age of the pupil
- whether the behaviour was a manifestation of a disability they are identified with
- whether a student with an iep was given appropriate accommodations
- for a student with an IEP, will the suspension or expulsion result in aggravation or worsening of the students condition
42
What are some things a Principal should do to minimize risks to safety?
Ensure people trained in First aid are easily identified.
Ensure everyone knows about students who have allergies or special needs/accommodations
Ensure that students and staff have necessary training to safely undertake an activity and know how to report situations that seem unsafe
Be aware of board polices regarding intervening in violent or aggressive situations between and among students
Determine whether parental consent might be needed for special activities or whether additional volunteers would make it safer
Know what safety equipment is needed for special activities (Science equipment such as safety glasses, fire blankets)
43
What are the two main responsibilities of Principals?
Instruction and discipline of students
Organization and management of the school
44
What governs our professional conduct?
Standards of practice
Ethical standards
Professional misconduct regulation
45
What are some things a school staff can do in relation to improving mental health and well-being?
- equitable teaching practices (inquiry, developmental, differentiation)
- promote belonging (buddy bench, buddy ledge)
- caring adult/mentor programs
- know how to recognize mental health issues, including signs and words of aggression and suicidal intent, and report them immediately
- make everyone aware of how your school’s Safe and Accepting Schools Team can be of help.
- be aware of services that provide phone, in-person and online counseling to students as identified by your school or employer.
46
What are the standards of the profession that members are bound to maintain?
- Be committed to students and students learning
- Be current in professional knowledge
- Apply professional knowledge and experience to promote student learning - and refine practice through ongoing inquiry and reflection
- Promote and participate in the creation of collaborative, safe and supportive learning communities - and apply ethical standards in participation
- Be committed to ongoing professional learning - recognize that professional learning is informed by experience, research, collaboration and knowledge.
47
Which act sets province-wide standards for average class sizes at both the elementary and secondary levels and other elements of curriculum and Special Education
Education accountability act
48
A teacher's words or actions in a PLC are constantly critical and causing other teachers to shut down.
What does this connect to?
Leadership PLR's.
Well-being - safe and accepting school climate
Professional standards - promoting collaboration
Student achievement because collaboration has one of the greatest effects/impacts on staff professional learning and school improvement
PLR's: problem solving
knowledge of what makes a school work
stay calm - brains read brains
49
What are school staff responsibilities when a student wishes to discuss healthy relationships, gender identity and sexuality?
They are expected
to provide contact information about professional
supports – such as public health units,
child and youth workers, mental health workers,
help phone lines – or other community agencies
that offer the appropriate type of confidential
support. This could include, for example, a
sexual assault centre, Kids Help Phone
50
What information must be shared with a parent or guardian of a student who was harmed by another student?
What information can the Principal not provide?
The principal must tell parents or guardians
about:
• the incident
• the harm to their child
• what steps were taken to protect their child’s
safety, including any disciplinary measures
taken in response to the incident
• the supports that will be provided for their
child in response to the incident.
The principal cannot name or provide any
other personal information (e.g., referral to
counselling), about the student who has
engaged in the incident.
51
What kind of learning environment is essential for student achievement and well-being?
A safe and accepting learning environment is essential for student achievement and well-being
52
What is considered to be neglect?
failure of a parent or caregiver to provide the child with basic needs such as adequate food, sleep, safety, supervision, clothing or medical treatment
failure to provide, support or consent to treatment where a child has a medical, mental, emotional or developmental condition requiring treatment
53
Which Act sets out expectations for behaviour and consequences for students who commit serious infractions
Safe Schools Act
54
When a principal gets a formal complaint, what must she do within 2 days?
Inform all parties.
55
What is emotional abuse?
repeated treatment that negatively affects the child’s sense of self-worth or self-esteem and impairs the child’s growth, development and psychological functioning
56
What actions might I take as a VP to ensure that social media is used professionally?
Make sure staff read the OCT advisory and discuss.
Determine as a staff which online platforms will be used
Ensure staff let parents know how electronic communication tools will be used.
Make a plan to help students learn about safe use of electronic communication tools.
57
What if an incident that could lead to suspension or expulsion is not reported by a staff member.
If it is a non-teaching staff, contact the human resources department. If it is someone holding a teaching certificate, this is a matter for the Ontario College of Teachers, and the Board.
58
What is the school board required to do if there is a group of students who want to form a group to raise awareness and understanding of all students on topics such as anti-racism, people with disabilities, gender equity, sexual orientation, gender identity and gender expression?
School boards are required to support students
| They cannot forbid them from using the name gay-straight alliance.
59
How might a Principal prevent professional misconduct?
The Ontario College of Teachers puts out advisories about conduct and misconduct. Make sure that teachers are aware of them.
E.g.
Professional Advisory – Duty to Report
Professional Advisory – Professional Misconduct related to Sexual Abuse and Sexual Misconduct
Professional Advisory – Safety in Learning Environments
Professional Advisory – Use of Electronic Communication and Social Media and this one
60
What is the role of the safe school team?
responsible for school safety and promoting positive school climate (sum total of all relationships in the school)
61
What constitutes sexual harassment?
Inappropriate behaviour or remarks of a sexual nature, regardless of whether the person appears to be offended (Ontario human rights code and OCT)
Comments that demean or cause embarassment to a student based on their sexual orientation
Reprisals or threatened reprisals for refusing sexual advancements
62
You find out a teacher has been coming to work hung over each day and is an alcoholic.
(or other dysfunctionality)
What does this connect to?
Leadership PLR's.
Teacher professional conduct
Teacher well-being and mental health
Student well being
Public confidence
Board misconduct policies
Ontario College of teachers
Psychological - know that many people deal with mental health challenges throughout their lives and with good support, substance abuse can be controlled and people can return to leading positive functional lives. Need to use relationship with teacher to encourage them to seek the help they need. What is the impact on the students? How to manage that? Contact P and Super to determine a plan. May need to seek guidance from Human resources and federation.
Proactive - close relationship, may have noticed changes in teacher's behaviour - and close relationship may put you in a place to encourage the teacher to open up and have seek help
63
Does workplace violence include criminal acts like sexual assault, stalking?
Yes, part of the plan is we contact police if any of these above things happen.
64
Which act sets out the responsibility of a wide range of professionals who deal with children – including teachers – to report if they suspect a child is or may be in need of protection
Child and Family services act?
65
What if you have questions during a harassment complaint?
Contact the human rights office.
66
What do we do if teachers refuse to work?
Must follow procedures in the Act if they refuse to work.
67
When can workers refuse to work?
Workers can refuse to work if he or she has reason to believe she might be endangered by workplace violence or for a threat to physical injury
68
What does P have to ensure teachers do? (8)
Properly supervise (duty, in class ready 15 & 5 mins. Before class)
Ensure teachers fulfill responsibilities to assess and instruct
Ensure teachers manage behaviour
Ensure teachers are informing parents as required
Ensure that teachers carry out safety procedures
Ensure teachers plan according to Board planning memos.
Ensure teachers know how to properly administer EQAO
Ensure teachers perform duties normally associated with graduation
69
What are the behaviours that require immediate suspension and consideration of expulsion?
- Possessing a weapon including a firearm
- Using a weopon to cause or threaten bodily harm to another person
- committing physical assault on another person that causes bodily harm requiring treatment by a medical practitioner
- committing sexual assault
- trafficking in weapons
- trafficking in illegal drugs
- committing robbery
- giving alcohol to a minor
- any other activities identified in school board policy
70
What is the newest amendment to the Education Act regarding Student safety?
What does it include?
Bill 157 - Keeping our kids safe at school Act
It requires mandatory reporting of behaviour by school staff that:
- may have a negative affect on school climate or
- may result in suspension or expulsion.
Lists the actions that are discretionary suspensions and mandatory suspensions.
Requires us to consider mitigating and other factors.
Requires us to use progressive discipline.
Requires principal to inform parents of student harmed as a result of an incident.
Mandatory form and reporting process.
Also limits the actions of a teacher who is acting as Principal when the P and VP are away.
71
Information privacy:
| If a parent doesn’t have access to a student, and you have information for them, what do you do?
Call Board to get advice about giving out information
72
What are the five domains under which teacher competencies are listed, for the purpose of TPA's?
```
Commitment to pupils and pupils' learning
Professional Knowledge
Teaching Practice
Leadership and community
Ongoing professional learning
```
73
Which domain of competency includes equity and creating an environment for learning that promotes thinking, problem solving?
Commitment to pupils and pupils' learning
74
Which domain of competency includes knowing how students learn and factors that effect their learning and achievement?
Professional knowledge
75
Which domain of competency includes knowing how to use technology as part of learning?
Teaching practice
76
Which domain of competency includes being collaborative with other teachers in professional learning?
Leadership and community
77
Which domain of competency includes applying professional learning with the purpose of improving their teaching practices?
Ongoing professional learning
78
How often must an NTIP teacher receive a TPA?
Twice in first 12 months and must receive satisfactory ratings both times.
79
What might a teacher and Principal discuss in pre-observations meeting for TPA?
- their ALP
- the upcoming lesson
- competencies
- create a sense of collegiality
- make sure the process is understood
80
What might a teacher and Principal discuss in post-observations meeting for TPA?
- the competencies they consider most relevant to the teacher's performance appraisal
- for NTIP teachers, discuss the professional learning they have been involved in
- for experienced teachers, discuss the ALP goals - make recommendations
- experienced teachers - how the teacher might gather parent and student voice/input as feedback
81
For an NTIP teacher, what does a 'development needed' rating signal?
A Development Needed rating signals that a new teacher:
- would benefit from an
additional period of participation in NTIP.
- identifies an intent to focus on the teacher’s growth by providing enriched NTIP supports such as more orientation, additional mentoring opportunities, or additional professional development
- creation of an Enrichment Plan that identifies these supports tailored to reflect
the teacher’s individual needs.
82
What does an 'unsatisfactory' rating signal?
Signals the need for an Improvement Plan that identifies
very specific areas in which the teacher must improve in order to move forward
successfully in his or her career with the board.
83
When can a new teacher be assigned an unsatisfactory rating?
Only after receiving a 'development needed' rating.
84
How long is the NTIP process?
Up to 24 months to complete.
| There's a complex set of timelines and procedures dependent on ratings, in the TPA manual and Education Act.
85
What are a Principal's next steps when an experienced teacher receives a first unsatisfactory rating?
Within 15 school days, provide an improvement Plan that provides a written explanation of what
is lacking in the teacher’s performance and sets out the recommended steps and
actions the teacher should take to improve it.
The interval between first and second TPA is at P's discretion but must be within 60 days.
86
What are a Principal's next steps when an experienced teacher receives two consecutive unsatisfactory ratings?
- place the teacher on review status
- provide the teacher with a written Improvement Plan, setting out steps and actions that the teacher should take to improve his or her performance. The
Improvement Plan should take the teacher’s input into account. Before preparing
the plan, the principal must consult with the appropriate supervisory officer
- give the appropriate supervisory officer a signed copy of the summative report, the Improvement Plan, and all documents relied on in conducting the performance
appraisal, together with a brief written summary of the matters discussed with the teacher at the appraisal meeting(s).
87
When should a teacher be placed on review status?
NTIP - development needed rating followed by unsatisfactory rating
Experienced - two consecutive unsatisfactory ratings
88
What are the Principal's ongoing responsibilities while a teacher is on review status?
- monitor the teacher’s performance
- consult regularly with the supervisory officer regarding the teacher’s performance and steps that could be taken to improve it
- give the teacher feedback and recommendations that the principal considers might help the teacher improve his or her performance
89
When a teacher is on review status, when must the next TPA be held?
Within 120 days for experienced teachers
| Within 24 months of when they began to teach for NTIP teachers
90
What are a Principal's next steps if a teacher receives an unsatisfactory rating while on review status?
- Send a written recommendation to the board
that the teacher’s employment be terminated.
- include written reasons for the recommendation
- include copies of all performance appraisal documents and all documents relied on in conducting the
performance appraisals
Provide the teacher with copies of all documentation and reports to the Board.
The Board makes the decision and the teacher is on paid leave in the meantime.
91
What are some possible intended outcomes when deciding how to respond to a problem in the role of VP?
- Student safety - has to be #1
- Positive school climate
- Promote good judgment - help teachers understand how this can be perceived by others
- Educate all on knowing limits
- Sustain trust of all stakeholders
- Adhere to/uphold legal obligations
- Adhere to/uphold standards of practice
92
What are a few key points about the Ontario First Nation, Metis and Inuit Education Policy Framework?
re: identification and goals and strategies
For now, identification is by self-identification
Goals:
Reduce gaps in literacy and numeracy
Restore public confidence in relation to FNMI community
Includes strategies for Board level and Ministry level
93
What are some examples of suggestions related to the Ontario First Nations, Metis and Inuit Policy Framework?
Tutors in the classroom
Professional learning - to achieve equity in outcomes - such as the visit our curriculum team had to Georgina First Nations - and learning from them
OISE research - Primary Math Collaborative Inquiry - included first nations school as well
Develop strategies that enhance and support First Nations learning in the classroom
TDSB - land recognition along with O Canada
York - begin professional learning with land recognition
94
What is the Bluewater Board's vision?
Preparing the students of today for the world of tomorrow?
95
What is the Bluewater Board's mission?
We are a learning organization, committed to providing quality education for every student in a safe and caring environment.
96
What are the Bluewater Board's priorities?
- Well being for staff and students - in a safe and supportive environment
- Equitable and inclusive quality instruction
- Parent engagement
- Accountable use of resources
97
What is a framework for dealing with complex problems?
Identify the problem - what bigger ideas does it connect to
How would I have been proactive
Immediate Actions ( secure safety - enact any safety procedures, contact emergency responders, get specifics,check on well-being, inform)
Short term actions
- investigate - determine intention of others - why?, impacts on others, mitigating and other factors
- Consult with others as needed
- Determine your intentions and suitable response (discipline, supporting, communicating, reporting)
Long Term - Reflect on what the impacts were and repair - reflect on what we can learn from the situation (collaboratively)
Document all meetings with teachers, parents, students
98
What are the five core leadership capacities?
| Mention these or give examples if possible.
```
Setting directions
Using resources according to priorities
Promoting collaborative learning cultures
Using data
Engaging in courageous conversations
```
99
What is your story for setting directions?
Sutton currently
| Supporting Administrators and school teams plan math professional learning that is in alignment with their school plan
100
What is your story for using resources according to priorities?
As a member of the math team, we created a strategic plan that had four pillars - that were related to Ministry pillars that had been established for mathematics (teaching and learning, leadership, parent engagement, and interventions). Then, using a logic model, that was based on what we knew from data were needs of the system, we created long term and short term plans related to these pillars.
We used this plan to make decisions about what professional learning to offer to the system, with our limited financial budget, and human resources.
101
What is your story for promoting collaborative learning cultures?
As a teacher, I've been doing this for years with students in my classroom.
In my role in curriculum, I gained a great deal of experience with processes to quickly build collaboration and trust within groups.
3 things:
Build relationships with people (TPA/Janine - I quickly build trust with people)
Build relationships between people (math metaphor story/volleyball team)
When facilitating professional learning, we always make sure we collaboratively built norms of engagement and keep those norms at the forefront. We also use processes such as those found in resources like Tribes or Adaptive Schools
to build relationships and trust among and between members of the group. One of the ones that we've had a great deal of success with in Math is asking educators to think of a metaphor - maybe an animal or chocolate bar to describe their own experience learning math. I start with my own, as an example, and it's amazing the stories that come out - so many teachers open up about their insecurities with math through this and it begins to build that culture of trust.
The other important thing I always do is present myself as a co-learner and talk about my journey, my mistakes, to model that growth mindset and passion.
102
What's your story about using data?
In professional learning, always the goal to get teachers to engage in classroom embedded learning when possible so that we can gather data in relation to student learning - improve teachers ability to use data to inform instruction and also as feedback about our effectiveness.
Examples:
As an example, junior math collaborative (in class professional learning using landscape - observe and determine where they are in relation to the landscape/celebrate/where headed next/up the ante
- some upfront professional learning to deepen understanding of curriculum and math development related to this content. We got a common understanding of what to look for - what strategies and models students might use, and what might be some signs of students constructing the big ideas that were important to their conceptual development. We examined lesson structure related to learning through problem solving - the parts of the lesson and the teacher moves that were critical throughout those parts (such as using math talk moves to facilitate student talk, engaging students in the context)
Then planned a series of lessons collaboratively.
Then three half days of collaborative teaching based on our plan where the focus was for the co-teachers to teach the lessons and the observers to gather data about a pair of students - not talk to students - and then we debriefed about the data - one person at a time - to determine next steps - and then used that to tweak our next lesson plan.
At the end of that lesson sequence we gave students a short assessment task and then engaged in some moderated marking to get an understanding of how to use the achievement chart when it comes time to evaluate the results of the learning.
103
Talk about a time when you engaged in a courageous conversation.
Teaching Math AQ courses or often when speaking at parent nights, we are asked questions that openly challenge the constructivist approaches that our curriculum espouses, and that research supports.
Many courageous conversations in response to those questions - and are made more difficult because they are public, and it's often with people who we haven't developed a relationship with - you don't know much about what motivates them or their personal beliefs they have. However, I've learned that it's important that we encourage people to ask the tough questions because that's where a lot of rich dialogue starts.
For example, at the last Board parent conference we had, a parent asked in a pretty challenging way, about why kids aren't memorizing math facts anymore. I had learned quickly to anticipate the questions that would likely be asked, and prepare how I would answer so I was able to answer that question in a calm, convincing manner. Afterwards, a Superintendent who had been in the room complimented me on the way I handled it.
I would do the same thing with any courageous conversation that I will need to have in the role of VP - prepare in advance. Know my intended outcome of the conversation, and that will always include building positive relationships. If I'm challenged by a parent and not prepared, where possible I'll buy some time and schedule a meeting to talk about the issue. This is where relationships are key, and if I don't already have a relationship with the person, this is the opportunity to start building. But it needs to be an honest, open, conversation.
Courageous conversations also means leading conversations with staff that get people to open up about their views and seek opposing views. About bringing up topics that are going to create debate. It's through this type of open dialogue that innovation happens.
104
What are some things I should mention related to building vision?
Talk about collaboratively developing SIP
Developing organizational norms
Have high expectations for all (staff and students)
Communicating the school vision and goals informally and formally
Encouraging teachers to assume responsibility for goals of SIP (align one of ALP goals with SIP) - and periodically get them to review their goals (self-assessment)
Help people connect the dots between Ministry goals, Board goals/priorities/school goals.
105
What are some things I should mention related to using resources according to priorities?
When decision making, always ask, how is this good for kids? How does this relate to our school plan and priorities?
106
What are the five domains of the leadership framework?
```
Setting Directions
Building Relationships
Developing the Organization
Improving the Instructional Program
Securing Accountability
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107
What are some actions involved in developing the organization? And what's your story related to this?
Build collaborative cultures - above - classroom/prof. learning
Structuring the organization to facilitate collaboration/opportunities for distributed leadership
Encourage staff to develop productive relationships with families
Connect the school to the wider environment
Keep the school safe and healthy (wellbeing/discipline)
Allocate resources in support of school priorities
108
What are some things I tend to forget about leading the instructional program?
Monitor student progress (meet with teachers re: at risk students and then check in periodically to see how they are doing)
Buffer staff from interruptions to their work - this is about instructional time and this would be a focus for me. There have been several times in my career where I have felt that the number of interruptions to the instructional program really outweighed the benefit - need to have a set of guiding questions when deciding what outside programs to engage in - consider how they relate to school goals and priorities. If it's about building a positive school environment, also ask how we can meaningully tie it to curriculum goal
109
What is something to make sure to remember about securing accountability?
That it includes monitoring and accounting for changes in staff and student learning.
110
What are the Personal leadership resources under psychological?
- optimism
- perseverance
- proactivity
111
What are the personal leadership resources under social?
- perceiving emotions
- managing emotions
- acting in emotionally appropriate ways
112
What are the personal leadership resources under thinking?
- problem solving expertise (logically minded - use framework, adaptive, consult up)
- knowledge of effective school and classroom practices that directly effect student learning
- systems thinking
113
Who can initiate an IPRC?
Principal or parent
114
Can IPRC's go ahead if a parent elects not to attend?
Yes
115
What must the IPRC (committee) consider before putting a child in a special education program?
Whether the child's needs can be met in the regular classroom with appropriate special education services?
Is that the parent's preference?
116
What if a parent disagrees with the decision of placement?
Doesn't sign.
Can request a second meeting - within 15 days.
Can request an appeal - within 30 days.
If nothing after 30 days P says go ahead with IEP development.
117
When can a parent request an IPRC review meeting?
After child has been in program for 90 days.
118
What are the placement options for students identified with Special Education needs, outside of support from the regular classroom teacher.
In home school options:
Regular class with indirect support - teacher receives consultative support regarding teaching and planning for the student.
A regular class with resource assistance - student is placed in a regular class for most or all of the day and receives specialized instruction, individually or in a small group, within the regular classroom from a qualified special education teacher.
A regular class with withdrawal assistance where the student is placed in a regular class and receives instruction outside the classroom, for less than 50 per cent of the school day, from a qualified special education teacher.
A special education class with partial integration where the student is placed by the IPRC in a special education class in which the student-teacher ratio conforms to Regulation 298, section 31, for at least 50 per cent of the school day, but is integrated with a regular class for at least one instructional period daily.
A full-time special education class where the student-teacher ratio conforms to Regulation 298, section 31, for the entire school day.
119
What programs outside the school could the IPRC team consider referring the student for?
Board-wide specialized classes for students with similar disabilities
- ASD
- Language learning disabilities
- Behaviour
Provincial classes
- Deaf, blind schools
- Provincial demonstration schools for students with severe learning disabilities
120
Describe the process you would use to lead a school team through school improvement planning?
The specifics of the process would depend on the needs of the school.
Would use one of the research based collaborative processes such as collaborative professional inquiry or instructional rounds type processes - what these processes have in common is they all
- begin with using data to identify student needs,
- and related teacher needs,
-and then an iterative process of applying a theory of action - gathering data, reflecting and refining.
One resource I am curious about using with a school is the Design thinking tool that is referenced in Learning for All - created by IDEO and Riverside school
What I like about it... be sure to include
- develops teachers as agents of change - empowering
- creates a mindset that problems are responsibilities and opportunities to design new ways to increase student achievement - optimistic
- iterative process
- videos on site - stories are powerful motivators
- great tools for developing norms and powerful norms
- mistakes are an expected part of the design process
- see ourselves as novices - and expect that there are research based ideas we don't know or havent' thought about
Really like the second step emphasizes the research part
- even revisiting the SEF document would be a good starting point - and then researching based on indicators in there.
121
Students with LD's underachieving? How would you handle?
- personal passion and equity issue (story)
- get buy in - from data
- open process to get sense of mindsets - may need to shift mindsets about beliefs in capabilities of students with disabilities
- harness power of story - Learning Disabilities of Ontario website - student stories - invite staff to share success stories - share personal stories (Stuart)
- simulations we used in math for all and feedback about how that helped others understand - understand what it's like to solve a complex math problem when you have a weakness with executive functioning, or make sense of a textbook page when you have visual spatial weakness
- use process from Learning for All - design thinking
122
What is culturally responsive pedagogy.
Incorporating diverse world views
Using resources that reflect the diversity of students
Understanding learning approaches that embedded in various cultures ... e.g. Indigenous math words are very verb based - ours aren't addition angle ... use gestures describe as actions
123
What is culturally responsive pedagogy.
Incorporating diverse world views
Using resources that reflect the diversity of students
Understanding learning approaches that embedded in various cultures ... e.g. Indigenous math words are very verb based - ours aren't addition angle ... use gestures describe as actions
124
What would you say to a parent who wanted to pull child from school or have an alternative program?
Invite them in to discuss the contents of the curriculum to get clarity.
Or offer to send home copy of that grade and follow up with discussion regarding questions.
Key points...
Changes are related to knew laws and values around treating everyone with respect regardless of their personal characteristics -
And marriage equality
And around changes in technology that present health and safety risks to students
4000 chairs of parent councils across Ontario were part of the process of creating this curriculum.
It provides the basic facts leaving the moral judgements at home
Huffington post article
125
What needs to be in place regarding concussions?
Board policy on prevention and dealing with and returning to activity
Also education on seriousness of repeated concussions or side effects ...even depression
126
What should a teacher know to do in the case of a head injury or suspected concussion?
• contact parents/guardian if any head injury is suspected;
• if they suspect a student has a concussion or is experiencing symptoms of a concussion;
• stop the activity and do not allow the student to participate in physical activity that day even if the
student states that he/she is feeling better,
• monitor the student and call 911 if student has lost consciousness or if symptoms are serious or
worsen,
• if the student can be safely moved, remove him/her from the activity unless the student has lost
consciousness,
• contact parents/guardians, or emergency contact if parent/guardian is not available, and inform
them that,
• they need to pick up their child,
• the child should be examined by a physician or nurse practitioner as soon as possible, and
• the child should be monitored for 24-48 hours, as signs and symptoms may take hours or
days to emerge,
• stay with the student or ensure the student is supervised by an adult and continue to monitor and
document any changes until parent/guardian or emergency contact arrives,
• ensure principal is aware of the incident,
• provide parents/guardians with Student Tracking for Concussion Management Form Concussion
Management Protocol, and Recognizing and Monitoring Symptoms During Recovery from a
Concussion;
• inform parents/guardians that they must return Student Tracking for Concussion Management
Form with signature from a physician or nurse practitioner, and
• do not administer medication, unless required for other conditions;
• if a physician or nurse practitioner indicates on the Student Tracking for
127
What is the difference between a hold and secure and lockdown?
Hold and secure, outer doors are locked and no one goes in or out. This is when an incident is happening in the vicinity of the school but not on or very near to the school.
Lock down: when an incident is happening in the school, on the school grounds or very near to the school
128
What are some strategies for preventing violence in schools?
• helping students develop social skills, including conflict-resolution skills;
• proactively identifying students at risk and giving them extra support;
• using progressive discipline to teach and encourage appropriate behaviour in the school;
• viewing each student as an integral and contributing member of the school community;
• demonstrating, by example and leadership, that students’ human rights are to be
respected; and
• encouraging students to return to the school community after involvement with the
criminal justice system, and supporting them in the process.
- teachers highly visible in schools
- model respectful behaviour
- extra curricular activities
