Math WINS

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Core Leadership Capacity

Domains, competencies, and related practices with links to EduGAINS resources and suggested uses of these resources in developing and practicing these practices.

1. Planning Mathematics Instruction that Blends Effective Curriculum, Teaching, and Learning Approaches

Professional Practice

Applies professional knowledge and experience to promote student learning by:

Leadership in Learning Communities

Promotes and participates in the creation of collaborative and supportive learning communities by:

2. Assessing and Evaluating Learning of Students and Self

Professional Practice

Uses appropriate assessment and evaluation in planning for and responding to the needs of individual students and learning communities such as:

Professional Knowledge

Understands and reflects on learning theory, and educational research as outlined in the following frameworks:

3. Using learning tools and technologies

Professional Practice

Uses appropriate resources and technology in planning for and responding to the needs of individual students and learning communities:

Professional Knowledge

Strives to be current in their professional knowledge and recognize its realtionship to practice by viewing:

4. Demonstrating Commitment to Equity

Commitment to Students and Student Learning

Treats students equitably and with respect and is sensitive to factors that influence individual students learning by:

Leadership in Learning Communities

Recognizes their shared responsibility and leadership role in facilitating student success by:

5. Learning Professionally

Ongoing Professional Learning

Professional practice and self-directed learning are informed by research including:

Professional Knowledge

Strives to be current in their professional knowledge and recognize its relationship to practice by analyzing/viewing and discussing:
Professional Learning Facilitators
School Administrators

Core Leadership Capacity

Sample domains and related practices of the Ontario Leadership Framework. Links to EduGAINS resources and suggested uses of these resources in developing and refining these practices

1. Setting Goals

Setting Directions

Ensures the vision is clearly articulated, shared, understood and acted upon by all.

Leading the Instructional Program

Fosters a commitment to equity of outcome and to closing the achievement gap.

Securing Accountability

Aligns school targets with board and provincial targets.

2. Aligning Resources with Priorities

Setting Directions

Ensures creativity, innovation and the use of appropriate technologies to achieve excellence.

Leading the Instructional Program

Ensures learning is at the centre of planning and resource management.

Securing Accountability

Makes connections to ministry goals to strengthen commitment to school improvement efforts.

3. Promoting Collaborative Learning Cultures

Building Relationships and Developing People

Acknowledges and celebrates the achievement of individuals and teams.

Developing the Organization

Builds a collaborative learning culture within the school and actively engages with other schools to build effective learning communities.

Leading the Instructional Program

Develops professional learning communities to support school improvement.

4. Using Data

Setting Directions

Works within the school community to translate the vision into agreed objectives and operational plans which promote and sustain school improvement.

Leading the Instructional Program

Ensures a consistent and continuous school-wide focus on student achievement using system and school data to monitor progress.

Securing Accountability

Develops and presents a coherent, understandable, accurate and transparent account of the school's performance to a range of audiences.

5. Engaging in Courageous Conversations

Building Relationships and Developing People

Encourages colleagues to take intellectual risks.

Developing the Organization

Uses professional appraisal to foster professional growth, and challenges the thinking and learning of staff to further develop professional practice.

Securing Accountability

Ensures individual staff accountabilities are clearly understood, agreed to, and subject to rigorous review and evaluation.
Superintendents

Core Leadership Capacity

Sample domains and related practices of the Ontario Leadership Framework. Links to EduGAINS resources and suggested uses of these resources in developing and practicing these practices.

1. Setting Goals

Setting Directions

Ensures the vision is clearly articulated, shared, understood and acted upon by all.

Leading the Instructural Program

Fosters a commitment to equity of outcome and to closing the achievement gap.

Securing Accountability

Works with Principals to align school targets with board and provincial targets.

2. Aligning Resources with Priorities

Setting Directions

Ensures creativity, innovation and the use of appropriate technologies to achieve excellence.

Leading the Instructural Program

Ensures learning is at the centre of planning and resource management.

Securing Accountability

Makes connections to ministry goals to strengthen commitment to board improvement efforts.

3. Promoting Collaborative Learning Cultures

Building Relationships and Developing People

Acknowledges and celebrates the achievement of individuals and teams.

Developing the Organization

Builds a collaborative learning culture within the board and fosters the same in schools.

Leading the Instructional Program

Develops professional learning communities to support school improvement.

4. Using Data

Setting Directions

Works within the board and across school communities to translate the vision into agreed objectives and operational plans which promote and sustain school improvement.

Leading the Instructural Program

Ensures a consistent and continuous board-wide focus on student achievement using system and school data to monitor progress, and supports and encourages the same for schools.

Securing Accountability

Developes and presents a coherent, understandable, accurate and transparent account of board and school performance to a range of audiences (e.g., ministry, board, parents, community).

5. Engaging in Courageous Conversations

Building Relationships and Developing People

Encourages colleagues to take intellectual risks.

Developing the Organization

Uses professional appraisal to foster professional growth, and challenges the thinking and learning of staff to further develop professional practice.

Securing Accountability

Ensures individual staff accountabilities are clearly defined, agreed to and subject to rigorous review and evaluation.
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WINS

K-1
- Student Booklet
- Facilitator's Guide
2-3
- Student Booklet
- Facilitator's Guide
4-5
- Student Booklet
- Facilitator's Guide
6-7
- Student Booklet
- Facilitator's Guide
7-8
- Student Booklet
- Facilitator's Guide

Coaching

How To Access a Provincial Math Coach

Developing Coaches

2009-10 PL Series

2008-09 Coaching for Math GAINS

Templates & Frameworks

Coaching Bookmark

Curriculum Documents

Grades 1 - 8

Grades 9 - 10

Grades 9 - 10 Locally Developed Compulsory Credit Courses

Grade 9 Transfer Course - Applied to Academic

Grades 11 - 12

Classroom Dynamics

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Evidence of Effectiveness

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Professional Learning

Video Clips

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wins

These packages are designed to support student learning, guided by a learning facilitator e.g., a parent, a babysitter, an older sibling. Each double grade package contains a sequence of tasks about the Number Sense curriculum strand in Kindergarten to Grade Eight. Parallel tasks focusing on the same learning goals are presented at different levels of complexity. The readiness of the learners should determine which learning tasks they choose.

WINS
Kindergarten / Grade 1
Student Book Facilitator's Guide	PDF 5.2 M PDF 5.2 M
Grade 2 - 3
Student Book Facilitator's Guide	PDF 7.3 M PDF 8.2 M
Grade 4 - 5
Student Book Facilitator's Guide	PDF 759 K PDF 1.8 M
Grade 6 - 7
Student Book Facilitator's Guide	PDF 966 K PDF 1.3 M
Grade 7- 8
Student Book Facilitator's Guide	PDF 1.4 M PDF 4.1 M

Math GAINS Home

Effective Questioning

Community Connections

Classroom Dynamics

Professional Learning