The document provides an overview of a presentation on leadership in inclusive schools with a focus on literacy. The learning intentions of the presentation include understanding leadership of literacy learning, assessment for learning practices, implementing class reviews, effective literacy practices, and supporting inclusion. It discusses key topics like the class review process, assessment for learning, effective pedagogical practices, and resources for supporting literacy and inclusion.
ICT role in 21st century education and it's challenges.
Portage.admin.June2017
1. New Directions: leadership in
inclusive schools (with a focus
on literacy)
Portage Administra/on
June 2, 2017
Faye Brownlie
www.slideshare.net/
fayebrownlie.portage.admin.June2017
6. Structures and Supports
• The vision
• Class reviews
• Collabora/on /me
• A focus on co-teaching
• Walking the talk
-What’s working?
-What do we need to polish?
-Where do your most at promise students spend
most of their /me? On what?
-Do we plan with ALL students in mind?
7. McKinsey Report, 2007
• The top-performing school systems recognize
that the only way to improve outcomes is to
improve instruc/on: learning occurs when
students and teachers interact, and thus to
improve learning implies improving the quality
of that interac/on.
8. How the world’s most improved
school systems keep getting better
–McKinsey, 2010
Three changes collabora/ve prac/ce brought about:
1. Teachers moved from being private emperors to
making their prac/ce public and the en/re teaching
popula/on sharing responsibility for student learning.
2. Focus shiVed from what teachers teach to what
students learn.
3. Systems developed a model of ‘good instruc/on’ and
teachers became custodians of the model. (p. 79-81)
9. Good to Great Systems
• Focus on the professionalism of teachers
• The values and behaviors of the educators
propel the system forward (not centrally
controlled)
• Develop common language about the craV of
teaching
• Teacher and administrator coaches
10. Great to Excellent Systems
• Learning communi/es: peer-led support and
accountability
• Focus on student learning
• Move to school and teacher self-evalua/on, away
from standardized tests
• Open up classroom prac/ce – de-priva/ze
• Ac/on research
• Collabora/ve prac/ce among educators
• Encourage innova/on in teaching
27. Class Review
• Strengths-based approach
• Collabora/ve
• The classroom teacher is the heart of the
process
• Goal: support a community of learners
• Goal: create a plan
30. Class Review
Learning in Safe Schools, 2nd ed
(Brownlie & King, 2011)
Teacher:
Class:
Classroom Strengths Classroom Needs
Other
Socio-EmotionalLearningLanguageMedical
Goals Decisions
Individual Concerns
Class Review Recording Form
41. Frameworks
It’s All about Thinking (English, Humanities, Social Studies) –
Brownlie & Schnellert, 2009
It’s All about Thinking (Math, Science)– Brownlie, Fullerton,
Schnellert, 2011
42. Universal Design for Learning
Mul/ple means:
-to tap into background knowledge, to ac/vate
prior knowledge, to increase engagement and
mo/va/on
-to acquire the informa/on and knowledge to
process new ideas and informa/on
-to express what they know.
Rose & Meyer, 2002
47. 47
15-3=0
Without -
• professional development
• ongoing formative assessment of
students and
• ongoing summative assessment of
students and programs
Reading Next - Biancarosa & Snow, 2004