Workspace+-+CAT+1

=Developing the Organization=
 * Snacks for the weekend (Please add something to list)**
 * 1) Brent- Water
 * 2) JC - Fruit, also not home made :)
 * 3) Joël - Cookies, but not home made!
 * 4) Lisa- Cheese tray
 * 5) Louise- something with chocolate.....
 * 6) Melissa - coffee cake (homemade)


 * AGENDA**

= = =CAT 1 Developing the Organization=
 * Liturgy** [[file:Liturgy for June 25.docx]]


 * [|SEF FRAMEWORK]Principal builds collaborative cultures, structures the organization for succes and connects to the wider environment.**
 * 1**. **Assessment for, as and of Learning**-Are assessment of students and supervision & performance appraisal related ?
 * Overview of the Teacher Performance Appraisal Framework
 * Exploration of the Key Componants (6) of the Teacher Perfomance Appraisal Framework
 * Model activity with group using 1st Key Componant - Competency Statement (See chapter 3 of Teacher Performance Appraisal - Technical Requirements Manual)
 * Activity : Teacher are asked to form groups of two. Each group complete a Frayer Model using the supplied worksheet.[[file:Frayer Model - Teacher Performance Appraisal.docx]]They must address the following elements of their key componant : definition, how it is useful for principals and teachers, connections with teh spirit of Growing Success, examples or experiences. After 10-12 minutes, they share with the rest of the group.
 * Define how to value the Standards of Practice for the Teaching Profession and the 16 Competency Statements when a teacher is not in the process of appraisal ?
 * Briefly present the Standards of Practice for the Teaching Profession and the 16 Competency Statements by asking the participants to identify individually the 8 competencies that are used for the appraisal of new teachers. (This is my way of getting the participants to read through them without have to do it in front of everybody.)[[file:Table 2 - The 16 Competency Statements.docx]]
 * Present the correct answers and make note of other board-mandated competencies that may be added to the list. Give an example from CSDC Centre-Sud.
 * Form 2 groups of 4-5 participants. Explore the following questions and post answers on chart paper.
 * In the education system, who else can be relied upon or has responsibilities in regards to the development of the Standards of Practice for the Teaching profession. What are their responsibilities and how can they assist principals in the development of better practice in their schools?
 * Teams present reflections and if time permits, review The Professional Learning Framework for the Teaching Professionto give precisions to the group.


 * 2. School and Classroom Leadership**
 * Discussion/Power Point[[file:School Classroom Leadership- CAT 1 (2).pptx]]
 * Article: In Conversation 'Leading the Instructional Core; an Interview with Richard Elmore'
 * Discussion-'Instructional Core'
 * Lucy West-webcast on Collaboration
 * Article: 'The Next Generation of Walkthroughs'
 * Activity: Conducting a Learning Walk


 * 3. Curriculum, Teaching and Learning**


 * **Connections to Leadership & School Effectiveness Framework**
 * **Introducing Collaborative Teacher Inquiry**
 * **What is a Collaborative Inquiry?**
 * **Why Collaborative Inquiry?**
 * **How to implement the Collaborative Inquiry Process?**
 * **St. Boniface SIP- "If...Then..."**

**LUNCH-[|Super Star!]**

 * 4.** **Student Voice** Developing the Organization By Recognizing the Importance and Relevance of Student Voice in

>> Characteristics of a Positive School Climate Read, think, share activity
 * Developing a Positive School Culture
 * What is school climate - physically, socially, academically? (class brainstorm - shout out)
 * What is student voice? (class brainstorm - shout out)
 * Adam Fletcher - Sound Out Organization
 * Ladder of Student Involvement
 * Youth Surveys - Ministry of Ontario, Halton DSB, Dufferin-Peel
 * Have a look at the type of questions being asked of the students
 * Student Voice Video - Speak Up Canada (6 min)
 * What is Important to Students?
 * What do schools with high levels of student involvement have?
 * 50 Ways Adults Can Support Student Voice (Adam Fletcher Article)
 * Final reflection/thought


 * 5. Union and Legal Implications in Decision Making**
 * Law vs collective agreement (what does "to the greater good of the employee" mean) [[file:Presentation for my section.pptx]]
 * A treasure hunt through the collective agreement, which clauses apply to different scenario [[file:Using a collective agreement.docx]]
 * Why knowing Education and Labour Law is an absolute must[[file:Education Act.docx]][[file:Employment Standards Act.docx]]

**Break-[|THE MOMENT YOU HAVE ALL BEEN WAITING FOR!]**

 * 6. Home, School, and Community Partnerships**-How do I the principal promote and develop a school that embraces home, school and community partnerships?
 * [|PREZI]
 * Indicator Activity


 * 7. Culminating Task and Q and A**
 * placemat activity