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Tag Category: Secondary: 9-12

Considerations for Next Steps

Resources to Support Well-Being

Identities and Well-Being

TRC and Well-Being

Reaching All

Positive Relationships

Positive Learning Environments

What Does Well-Being Mean to You?

Dimensions of Effective Leaders

Teachers Matter

Community Partners

Collaborative Inquiry

From Engagement to Empowerment

Classroom Culture

Accountable Talk

Multiple Destinations


Robust and Relevant Curriculum

The Literate Graduate

Student DNA

From First to Second Order Change

Putting Faces on the Data

Becoming Consciously Skilled

14 Parameters

Good to Great to Innovate

Using Manipulatives to Represent Thinking – The Number Line

Understanding Formulas

The Value of Mistakes

The Role of Administrators

Proportional Reasoning Across the Grades

Connections between Concepts and Units

Making and Proving Conjectures

Attitudes about Mathematics

Overall Introduction

Insights Into Effective Practice

St. Thomas Aquinas Secondary – Introduction



Aboriginal Education for all Students

Seven Stones

Deficit Model


Community Involvement

Diverse Ways of Knowing

Listen First

Valuable and Long-lasting Teaching

Indigenous Cultures

Champions of Aboriginal Education

Countering the Myths

Aboriginal Knowledge for all Students

Understanding Language

Cultural Identity

Promising Practices

Respect Diversity

Historical Similarities


Family Engagement

A Sense of Belonging

Identity and Culture

Building Content Knowledge

Beware of Assumptions

St. Marguerite D’Youville- Introduction

About Learning Communities

Three Things that Matter For Learners

Working With Your School’s Assets

Running Record: Informational Text

Running Record: iPad

Running Record: Benefits

Learning Stations: Feedback

Descriptive Feedback



Student-Teacher Reading Conference

Thumbs Up

Student Self-Assessment

Bump It Up Wall

Michael Fullan – Next Steps

Michael Fullan – Networks

Michael Fullan – Six Secrets

Michael Fullan – Building Relationships of Collaboration

Michael Fullan – Trust

Michael Fullan – Change

Michael Fullan – Learning is Work

Michael Fullan – Leadership in Ontario Schools

Michael Fullan – Targets

Michael Fullan – Principalship

Michael Fullan – Self-Assessment

Michael Fullan – Insights that Lead to Action and Improvement

Michael Fullan – Theory of Action

Michael Fullan – Top Performing Schools

Michael Fullan – The Digital Dimension

Michael Fullan – Innovative Pedagogy

Michael Fullan – Current Practice

Michael Fullan – Transparency

Michael Fullan – Leadership Qualities

Michael Fullan – Teamness

Michael Fullan – The Growth Mindset

Michael Fullan – Leadership: A Current View

Allan Luke – Critical Literacy

Allan Luke – Digital Culture

Allan Luke – Diverse Ways of Seeing the World

Allan Luke – Rich Tasks

Allan Luke – Assessment

Allan Luke – Second Wave Issues

Allan Luke – Whole School Curriculum Mapping

Allan Luke – Hot and Cool Curriculum

Allan Luke – Adaptive Teaching

Allan Luke – Differentiated Pressure and Support

Allan Luke – It’s About Repertoire

Allan Luke – Pedagogically Focused Leadership

Allan Luke – Second Wave Change

Allan Luke – Innovative Assessment

Allan Luke – Teaching: An Art and a Science

Allan Luke – Assessment for Learning

St. Thomas Aquinas – Conclusion

Building Staff Accountability

Buffering Staff from Distractions

Monitoring Progress

Staffing the Instructional Program

Developing the Organization – Allocating Resources

Developing the Organization – Connecting Outside

Facilitating Collaboration

Collaborative Cultures

Modelling Values

Stimulating Growth

Providing Support

Communicating the Vision

High Expectations

Short-Term Goals

Shared Vision

External Accountability

Internal Accountability

Building Trust

Modelling Values

Stimulating Growth

Providing Instructional Support

Allocating Resources

Connecting Outside


Distributing Leadership

Monitoring Student Progress

Instructional Support

High Expectations

Shared Vision

John Hattie: Content Knowledge

John Hattie: Class Size

John Hattie: Diversity as an Asset

John Hattie: Learning Intentions and Success Criteria

John Hattie: Challenging All Students

John Hattie: Magnitude of Growth

John Hattie: Targets and Benchmarks

John Hattie: Visible Learning

John Hattie: Know Thy Impact

John Hattie: Explicit Instruction

John Hattie: Teaching Reading

John Hattie: What is Knowledge?

John Hattie: Teachers as Change Agents

John Hattie: Next Steps for Student Achievement

John Hattie: Sustainability

John Hattie: Principals as Change Agents

John Hattie: Instructional Leadership

Avis Glaze: Career Development

Avis Glaze: Educators as Futurists

Avis Glaze: Student Voice

Avis Glaze: Technology

Avis Glaze: Equity of Outcomes

Indicator 6.3 – Grade 7-12

Indicator 6.2 – Grades K-12 (Part 3)

Indicator 6.2 – Grades K-12 (Part 2)

Indicator 5.4 – Grades 9-12

Indicator 5.3 – Grade 7-12

Indicator 5.2 – Grades 9-12

Indicator 5.1 – Grades 9-12

Indicator 4.7 – Grades 9-12 (Part 2)

Indicator 4.7 – Grades 9-12 (Part 1)

Indicator 4.6 – Grades 9-12 (Part 2)

Indicator 4.6 – Grades 9-12 (Part 1)

Indicator 4.5 – Grades 9-12 (Part 3)

Indicator 4.5 – Grades 9-12 (Part 2)

Indicator 4.5 – Grades 9-12 (Part 1)

Indicator 4.4 – Grades 9-12

Indicator 4.3 – Grades 9-12

Indicator 4.2 – Grades 9-12 (Part 2)

Indicator 4.2 – Grades 9-12 (Part 1)

Indicator 4.1 – Grades 9-12

Indicator 3.4 – Grades 9-12

Indicator 3.3 – Grades 9-12 (Part 2)

Indicator 3.3 – Grades 9-12 (Part 1)

Indicator 3.2 – Grades 9-12

Indicator 3.1 – Grades 9-12 (Part 2)

Indicator 3.1 – Grades 9-12 (Part 1)

Indicator 2.5 – Grades 9-12

Indicator 2.4 – Grades 9-12 (Part 1)

Indicator 2.4 – Grades 9-12 (Part 2)

Indicator 2.3 – Grades 9-12

Indicator 2.2 – Grades 9-12

Indicator 2.1 – Grades 9-12

Indicator 1.7 – Grades 9-12

Documenting the Learning

Lucy West – Culture of Classroom Discourse

Lucy West – Evidence is in the Learning

Lucy West – Questioning to Understand

Lucy West – The Task

Lucy West – Deepening the Teaching and Learning

Lucy West – Permission to be Imperfect

Lucy West – Collectively We are Smarter

Lucy West – We are Learners

Growth Mindsets

Student Engagement – Student Reflection

Poem: “I come from a home…”

Student Engagement – The Performance

Student Engagement – Teacher Reflection


Indicator 6.2 – Grades K-12 (Part 1)

Foundational Beliefs

Selection Process and Building of Trust

Introduction – Background

The 25 Steps Story

Uncovering Student Thinking

Spreading the SWST Learning

Moving Students Through the Achievement Levels

Implications for Leaders

Building Relationships with Principals

Introduction – The Power of ‘Co’

The Iterative Cycle

It’s Just About the Work

Impact on Students and Teachers

Making Thinking Visible

The SWST-like Stance

Introduction – An Open-to-Learning Stance

A Researcher’s Perspective



The Importance of Documentation

The Impact on Student Achievement

SWST Moderation

The Power of Networking

Origin of Suppositions

Introduction – Theories of Action

Ken Leithwood: Collaborative Processes Matter

Avis Glaze: Excellence with Equity

Avis Glaze: Poverty is not Destiny

Avis Glaze: Narrowing the Gap

Avis Glaze: Education Can Make a Difference

Avis Glaze: Principals as Community Leaders

Avis Glaze: Essential Skills for Future Principals

Avis Glaze: School Leaders

Ken Leithwood: Leadership Challenges

Ken Leithwood: Leadership for the Future

Ken Leithwood: Principals’ Professional Development

Ken Leithwood: Optimism, Resilience and Efficacy

Ken Leithwood: Leadership Rather Than Leaders

Ken Leithwood: Politics of Leadership

Ken Leithwood: Prescription vs. Autonomy

Ken Leithwood: An Integrated Model of Leadership

Ken Leithwood: Ontario Leadership Framework

Ken Leithwood: Collaborative Inquiry

Ken Leithwood: Principal as Co-Learner and Enabler

Ken Leithwood: Fostering Innovation

Ken Leithwood: From Great to Excellent

Ken Leithwood: Impact of Family on Student Achievement

Ken Leithwood: Fostering Academic Emphasis

Ken Leithwood: Establishing Conditions for Learning

Ken Leithwood: A Theory of Action

A Digital Innovation in Feedback

Avis Glaze: Essential Skills for Principal Leaders

Avis Glaze: From Technical to Social

Avis Glaze: Leaders Are Leaders

Avis Glaze: Responsibilities of Leaders

John Hattie: Impact and Leadership

Ken Leithwood: Creating Enabling Conditions

Ken Leithwood: Nothing Will Stand in Your Way

Ken Leithwood: Principal Influence

Optimism, Efficacy and Resilience

Asking Why

Avis Glaze: Our Common Humanity

Avis Glaze: Student Voice

Big Picture Thinking

Four-Sentence Research Model

How Structures Can Liberate

Ken Leithwood: Autonomy And Responsibility

Ken Leithwood: Big Puzzle

Ken Leithwood: Challenges Leaders Face

Ken Leithwood: Differentiated Support

Ken Leithwood: “Don’t go to Abilene!”

Ken Leithwood: Effective Distributed Leadership

Ken Leithwood: Family Path

Ken Leithwood: Finding the Balance

Ken Leithwood: Learning Our Way Forward

Ken Leithwood on Self-Efficacy

Ken Leithwood: Personal Resources

Ken Leithwood: Relational Trust

Ken Leithwood: The Exercise of Influence

Learning Stance

Michael Fullan on a Current View

Researchers Sharing Insights


The AHA Moment

The Notion of An Idea

When PLTs Lose a Member

Building Relationships

Culture and Relationships

Engaging Parents in Math


Ken Leithwood on ‘Getting Us There’

Ken Leithwood on PLCs and Expectations

Making Sense of the Work

Math Collaboration

PLT and School Connections

PLTs and Their Impact

The Power of Collaboration

Types of Learning Teams

Alignment Through a Math Project

Conversations Are Changing

Grand Conversations

Influencing Others

Ken Leithwood: PLTs as a Source of Advice

Ken Leithwood: Updating the OLF

Spreading Ideas

Spreading Ideas by Working Together

Building the Commons


Digital Entry Points for Students

Extending Learning Beyond the School Day

From Idea to Reality

How the Commons was Named

Making My Practice Visible

Meeting Students Where They Are

Michael Fullan: A Digital Dimension

Principal as Digital Networker

Rainy River DSB: Use of Digital Applications to Support Collaboration

Teachable Moments

What is the Commons?

Why the Commons?

Dilemmas Principals Face

The Answers Are in the Room

The Social Design of Lessons

What Does Good Look Like?

How to Spread Good Ideas

Ken Leithwood: Leaders and Purpose

Ken Leithwood: Single Goal

Ken Leithwood: Working Together Matters

Making Thinking Visible

Michael Fullan: Leader as Learner

PLT Learning Discussions

PLT Shares Why Working Together Matters

The Essence of an Effective Principal Learning Team

The Power of Relationships

Using Resources Wisely

Why Working in a PLT Matters

A Principal and Teacher Discuss Assessment

A Principal Shares Student Feedback about Math

Another Perspective, Another Look

Connecting Math Problems to the Real World

Discovering Student Voice

FoS SO Talks about the Impact of PLTs

Ken Leithwood: Intellectual Engagement

Michael Fullan: Students Owning the Work

Michael Fullan: Transparency

Student Feedback Loop

Students Informing Practice

Taking the Lead from Students

Questions to Think About

Competence-Based Learning


Wisdom: Yesterday vs Today

Is Learning a Big Enough Goal?

What are the Basics for the Future?

Focus on the Reason for Using the Technology

Technology: New Possibilities

What is the Goal of Education?

Digital Wisdom

How Has Education Changed?

Ken Leithwood: Collective Learning

St. Marguerite D’Youville: Conclusion

Student Peer Feedback

Lucy West: Barriers to Talk

Avis Glaze: Character Development

Avis Glaze: The Society We Want

Avis Glaze: Education for Democracy

Allan Luke – The Matter of Truth

Allan Luke – Literacy Across the Curriculum

Avis Glaze: Intelligence and Character

Lucy West – Why Feedback?

Lucy West – What Really Matters?

Lucy West – Questioning

Allan Luke – Scalability at the School Level

Allan Luke – Pedagogical Diversity

Student Self-Assessment


The New Literacies

Effective Instruction


Teacher Moderation

Critical Literacies

New Eduscape

Historical Perspectives


Canada and the World

Successful Practices in the Education of Black Students

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