Instructional Leadership For Teachers Modules
Instructional Leadership For Teachers Modules
6 module program is designed to strengthen classroom leadership for teachers in private schools and can be booked for on-site learning events or in-service days.. Each module consists of a full-day workshop (6 instructional hours), followed by a two-week period in which participants will research and implement a module-connected practicum project. During that same two-week period, the research findings, implementation experiences, resulting reflections and future resolutions will all be shared with the facilitator and participants through an on-line learning system. Modules can be booked individually or in a package of 6 for your school – contact our office for more information!
*Overall Correlation of ALL Modules To OCT Teaching Profession Standards
A) Professional Practice – Members apply professional knowledge and experience to promote student learning. They use appropriate pedagogy, assessment and evaluation, resources and technology in planning for and responding to the needs of individual students and learning communities. Members refine their professional practice through ongoing inquiry, dialogue and reflection.
B) Ongoing Professional Learning – Members recognize that a commitment to ongoing professional learning is integral to effective practice and to student learning. Professional practice and self-directed learning are informed by experience, research, collaboration and knowledge.
•Designed by private school leaders
•Each module is part of a certificate based program
•Each module includes an update of the latest Ministry guidelines and memorandums related to that topic
•Participants are NOT be required to be members of the O.C.T
•Relevant to all teachers, regardless of their experience
Classroom Management –
Members are dedicated in their care and commitment to students. They treat students equitably and with respect and are sensitive to factors that influence individual student learning. Members facilitate the development of students as contributing citizens of Canadian society. This module will focus upon the exploration and development of strategies: a) to encourage and to promote respectful relationships among students and between students and teachers, b) to build and support safe, inclusive and learning-focused classroom environments, c) to establish clear classroom procedures, routines and student/teacher collaboration in the setting and maintenance of classroom expectations, d) to maximize student on-task behaviours, e) to effectively manage challenging misbehaviours.
Assessment, Evaluation & Reporting –
MOE’s assessment, evaluation and reporting policy has evolved significantly over the course of the last two decades. Previously, aspects of the policy appeared in miscellaneous documents, were not fully aligned across all grades K-12 and were inconsistently implemented across the province. Growing Success updates, clarifies, coordinates and consolidates the various aspects of assessment, evaluation and reporting, intending to ensure high standards and to improve student learning. This module will explore Growing Success in depth, with particular focus on the development of strategies for ensuring that: a) assessment, evaluation and reporting practices and procedures are fair, transparent and equitable for all students, b) evaluations are based upon real and relevant evidence of actual student learning, c) grades are consistently assigned through the school, d) the needs of all students are met through creative differentiation in instruction and assessment..
Course of Study Design –
Exemplary (clear, consistent, relevant and rigorous) course designs provide students with a strong foundation of knowledge and skills, together with the personal qualities necessary to apply that knowledge and those skills responsibly as individuals and citizens. Curriculum guidelines (as designed by MOE) and course profiles (as designed by teachers) must contain clear descriptions of the knowledge, skills and attitudes that students will demonstrate by development. Stimulating course designs encourage students to develop excellent knowledge and skills, to realize their own personal potential and to demonstrate achievement of all curriculum overall expectations. This module will explore the philosophy, intent and format of Ministry-dictated curriculum guidelines, including the emphasis on the ‘backward design’ approach of overall and specific course expectations. Participants will then explore course design with specific regard for learning strategies, instructional materials, technological applications, assessment strategies, support for exceptional students, and lesson plans and classroom instruction that integrate and are enriched by local community resources.
Special Education –
All students require support from teachers in order to succeed. Some students have special needs that require supports beyond those ordinarily offered. In the 07/08 school year more than 192,000 students were identified as exceptional students and a further 96,000 students who were not formally identified were nevertheless provided with special education programs and services. Students who demonstrate behavioural, communicational, intellectual, physical or multiple exceptionalities may have educational needs that require individually designed accommodations or modifications. This modules will explore a model identification, placement and review private school process for exceptional students, including teacher assessment of the student’s strengths and needs that affect the student’s ability to learn and to demonstrate learning, development of expectations to be derived from any alternative program (perhaps including social skills, communication, and behaviour management) and ensuring that each student enjoys continued access to the provincial curriculum standards.
Communication Skills –
Members promote and participate in the creation of collaborative, safe and supportive learning communities. They recognize their shared responsibilities and their leadership roles in order to facilitate student success. Members maintain and uphold the principles of the ethical standards in these learning communities. The module will focus on: a) understanding the educational perspective for families, b) developing and practicing open and collaborative communication skills with all, c) developing attitudes and practicing skills and communication strategies that foster a collaborative learning relationship with both students and families, d) developing and practicing strategies that engage families in directly supporting the learning process, e) developing positive conflict resolution strategies, f) developing routines to communicate with families on an on-going basis about school and classroom events, assignments and expectations, student assessment, evaluation and reporting practices and volunteer opportunities.
Social Media And Technology In The Classroom –
Members promote and participate in the creation of collaborative, safe and supportive learning communities. They recognize their shared responsibilities and their leadership roles in order to facilitate student success. Members maintain and uphold the principles of the ethical standards in these learning communities. This module will provide strategic insight into why teachers might consider the effective use of social media. Participants will then explore the integration and use of social media tools such as Facebook, Twitter, YouTube and interactive Web 2.0 into course design and lesson planning.
Cost & Registration Details
OFIS Members – $695.00/module or $3500.00 for all 6 modules – at your school
NON Members – $995.00/module or $5000.00 for all 6 modules – at your school