• to build collaboration within the school and/or department
• to support the school SMART goal
• to analyse data (e.g., Report Card Results, EQAO Assessment of Mathematics, Pass/Fail Rates, etc.)
• to work through the Numeracy Assessment for Learning Cycle (NAfLC) for one unit of study
• to promote the use of evidence-based strategies
• to promote the implementation of common assessments and moderated marking

 

The main goal of the LIFT program is to support teachers to continually develop current professional knowledge in the mathematical content and pedagogical areas of the intermediate curriculum. This goal is partially addressed by integrating technology in meaningful ways that support current knowledge of student learning. The focus this year will be to differentiate instruction by empowering students to take ownership of their own learning.  Teachers will provide technology as a tool for students to problem solve, represent, and communicate their learning.

 

The following points outline the LIFT program:

 

1.   attend all LIFT mathematics department (Grades 7-10) in-services

2.   collaboratively share laptops so that teachers have opportunities to plan, teach and assess student learning together in the area of mathematics

3.   use the laptop, SMART Board, and other technologies during the mathematics class as teaching tools and as tools selected and used by students

 4.  This year, 2009-2010 teachers will bring and share the work of their students with other teachers and members of the Board.

 

The Coaching for Math GAINS initiative set forth by the Ministry of Education focuses on instructional practices in mathematics through job-embedded professional learning support. The goal of this initiative is to build on existing competencies, promote evidence-based strategies, build a math leadership community, and share best practices.   The secondary math coach can provide the following supports to secondary mathematics teachers:

·        Incorporate TIPS4RM into daily instruction

·        Incorporate manipulatives and expand the use of technology in the classroom

·        Assist with 3-part lesson design (i.e., co-plan and co-teach)

·        Facilitate with department collaboration (i.e. moderated marking)

·        Implement Differentiated Instruction

·        Employ Evidence-Based Strategies

·        Support the NAFLC Cycle

 

The Learning Consortium provides an opportunity for teams of mathematics teachers in selected secondary schools to take part in a Collaborative Teacher Inquiry Project during the school year. This project focuses on the improvement of teaching and learning in grade 9 applied level mathematics. The intent of the project is to build teacher capacity through ongoing collaborative inquiry that incorporates the use of instructional strategies. Four School Boards involved in the Consortium are TCDSB, TDSB, Peel DSB, and York Region DSB. The three secondary schools involved in the Learning Consortium are Pope John Paul II, Bishop Marrocco/Thomas Merton, and St. Basil-the-Great College.

Student Success Learning Networks (SSLN) for grades 7 to 10 teachers have been designed to support the local needs of our school communities. Members of each SSLN Team, from both the elementary and secondary panel, come together collaboratively work on common goals, implement evidence-based strategies that will have a positive impact on student achievement, and provide students with a seamless transition from elementary to secondary school.  Members of the 7 – 10 Mathematics Team are available to help plan and facilitate these meetings.  
Characteristics of the SSLN model include: