Sign In
schools holychild holychild 127AF1B4-1C03-4EAA-8F27-6AC30B0976FC 5836
/schools/Style Library/ci_upload/6c025906-b042-4a65-8163-f4c3a4a73c05n.png?rev=1171852572 /schools/Style Library/ci_upload/6b96b1c0-8429-4842-b076-6eb2c43c0857s.png?rev=797275527

Toronto Catholic District School Board

TCDSB K to 12 Professional Learning Form 2015-2016
 
 
SCHOOL
NAME
Holy Child
Sup.
Area
 X1   ☐2   3   4    5  6   7   8
   Monsignor Fraser
Principal Name: Neil McGrath
 
 
Based on analysis of the data, in collaboration with staff identify a critical need area or strategy that addresses the learning of your school community (i.e., assessment, problem solving, inquiry learning, learning skills, etc.)
 
 
 BACKGROUND – DATA ANALYSIS
 
Student Achievement Data (EQAO, CAT4, etc.)
Perceptual Data
(Survey data, School Climate, etc.)
Demographic Data
(N tiles, etc)
Program Data
(Empower, 5th Block, Taking Stock, etc.)
Other
(SSLN, SSI, EDI,etc.)
EQAO
CAT4
Report cards
Assessments
Safe and Caring School Data
 
Holy Child Community Demographic Data from DIP
 
Empower Reading Program
ELL
 
Intermediate teachers worked with the SSLN teams
 
math coach worked with grade 6 teacher
 
 
 
 
 
From the data, what key factors are identified for increasing Student Achievement? 
-individual student conferences (with “target” students)
-Co-teaching (allowed increased observation of students, and effective feedback to students and teachers)
-extra practice activities for the target students (focused on areas to improve in) 
-review and re-take/re-do certain math problems/questions/assessments
-3 Part Lesson
-Multiple way to solve problems
-BANSHO instruction
 
URGENT
CRITICAL
NEED
Explain … what are the student learning problems we need to solve? Professional learning focus for this year.
 
Math (focus on Primary) – Students have difficulty understanding and interpreting word problems.
 
 PROFESSIONAL LEARNING PLAN TO MEET URGENT CRITICAL NEED:
 
Collaborative Inquiry Question (What is the problem of practice?)
How can we support students in the development of their problem solving skills?
 
If…  Then…  Statement:
If we focus on math vocabulary and problem solving strategies, then students will have a better understanding of how to approach, deconstruct, and solve a problem using the four steps to problem solving, in effect boosting student confidence and achievement in math.
Learning Goals (related to urgent critical need)
To help students to:
-       Understand and use math vocabulary appropriately.
-       Use a variety of problem solving strategies.
-       Deconstruct a math problem.
-       Improve our use of the 4 steps to problem solving.
-       Improve Mental Math skills.
Actions/Interactions
(What will we do to meet our goals?)
-Family Math Night (Pro Grant Initiative)
- In-house PD on software applications such as Sesame or Explain Everything to support student learning through Technology
- Problem of the week
- time on task for mental math initiatives
- Co-Teaching and collaboration amongst staff
- Math buddies
- High yield strategies (Basho, three part lesson, math congress)
- Math wall for current vocabulary, learning goals, success criteria and evidence of student learning
- Student conferences with marker students
- Student use of iPad during instruction and for practice
- Tracking student progress through Professional Learning Cycles
PD Required for Staff
-       Math resource teacher support (to co-plan and co-teach in various classrooms, to facilitate a problem solving lesson)
-       Recognize and identify different problem solving strategies;
-       Teacher collaboration to analyze student solutions;
Measures/Evidence of Success
-       Teacher observation and assessment of student performances.
-       Students’ ability to communicate their understanding of problem solving strategies (make a table, draw a picture etc.).
-       Students’ ability to justify their thinking and reflect upon their learning.
-       Professional Learning Cycles (NAFLC)
-       Tracking success of Problems of the Week
-       EQAO and CAT4 results.
-       Report card grades
Resources Required (human, material, code days)
-       Math resource teacher
-       Code days to watch Ministry videos and read “Capacity Building” articles
-       Code days to co-plan and co-teach
-       Math anchor charts (Problem solving strategies)
-       Professional literature (i.e. Marian Small)
Please send the completed copy to your Area Superintendent with a copy to N.  D’Avella (Secondary) D. Koenig (Elementary) by September 25, 2015.
Questions to Consider:
·         Are we being collaborative in our decision making?
·         Are we improving instructional leadership in our school?
·         How are all stakeholders involved in the Professional Learning Plan?
·         Does the plan build capacity amongst our staff related to student need?
·         Are we using high yield instructional strategies? What does research say about this student learning problem?
·         Have we increased the amount and quality of learning related to our student need?
​​

 

School Professional Learning Plan


 Toronto Catholic has a fine tradition of student achievement and Christian formation that is rooted in our Faith and that has been supported from generation to generation by families, parishes and school communities. We are grateful for the confidence and trust that families have had in our system and recognize that families are integral to a student's formation. We also acknowledge those educators who have come before us, including the many religious orders, which in concert with the archdiocese of Toronto laboured and sacrificed to create a transformative educational system based upon our Catholic Christian tradition. That tradition is our inheritance and serves today as our foundation. As we look to the future we acknowledge our past and the debt we owe those who came before us.

​​​​​​​​ ​

School Professional Learning Plan

 

 Holy Child Professional Learning Plan 2016-2017

Holy Child Professional Learning Plan 2016-2017