Topic outline


    School Improvement Planning:  Identifying Teacher Learning Needs


    Enhancing our capacity to be precise and focused in our commitment to improve student achievement by:

    • Assessing the impact of our current improvement focus.
    • Focusing on each student.
    • Providing clarity around the focus for teacher and leader learning to support student achievement.
    • Linking our learning focus to the network capacity building focus and change management focus within the context of our Literacy Collaborative Strategy.

    This module will guide the user through the process of Identifying Teacher Learning Needs within the School Planning Process.



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    Session 1

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    Session 2

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    School Improvement Planning / SEF Link
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    Three Ways to Improve Student Learning at Scale

    1.  Increase the level of knowledge and skill that the teacher brings to the instructional process.

    2.  Increase the level of complexity of the content that students are asked to learn.

    3.  Change the role of the student in the instructional process.

    If you do #1 well, then that will result in #2 and #3 occurring - these are all planful processes.

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    School Improvement

    1.   Concrete and specific achievement goals, based on student achievement data, which are continuously monitored.


    2.  Non-negotiable goals for instruction in every classroom which are:

    • Consistent across every classroom, decreasing the variability between teachers
    • Supported by systematic and system wide teacher preparation and professional development

    3.  Effective Leadership practices

    • Professional development which supports the development of strong instructional leaders.
    • Committed leaders who engage the parent and community to support the goals of education


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    SMART Goal

    Specific, Measurable, Attainable, Results-based, and Time-bound

    Specify a few SMART learning and achievement goals from the school's needs assessment and relate the targeted evidence based / actions to the four pillars.

    Example 1:

    "By 2012, 90% of students will integrate the reading strategies when responding to reading comprehension tasks and use higher order/ critical thinking skills."

    As a result, we will have a 10% increase in the number of students performing at standard on the EQAO.  We will also see a 15% increase in the number of exceptional students achieving at standard.

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    Reflection Question:

    On the basis of the 1)  Needs Assessment 2)  Analysis of the Data AND 3)  The SMART goal: What would our teachers need to learn in order for us to accomplish this goal?

    Activity:  Selecting SEF Indicators

    Working with your school team, build a continuum of practice for each indicator. This continuum allows for documenting changed classroom practice over time.

    • Review the SEF Indicators that will address the needs identified from the data dialogue
      • Assessment for, of, and as Learning
      • School and Classroom Leadership
      • Curriculum, Teaching, and Learning
    • Review the evidence for each of the indicators
    • Once the SEF Indicators are chosen, highlight the evidence that will become the focus of the SEF process

    Choose any 4 Indicators from the following Components:

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    Monitoring Changed Classroom Practice

    1.   Critical Friend SEF visit

    • Focused ONLY on the identified indicators
    • Protocol developed

    2.   Daily classroom walk-through

    • Comment only on the identified indictors

    3.   Teacher Growth Plans

    • Promote self-assessment and action research focus.

    4.   Analysis of impact using Trailing Indicators

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