our leadership journey cynthia cuellar astrid fossum janis freckman connie laughlin
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Session Goals Understand the connection in our
“leadership” sessions.
Reflect on the leadership journey and the connections to the PRIME document.
Recognize leadership growth in yourself and as a “collective whole.”
The Focus of LeadershipPRIME Document Assessment for Learning vs. Assessment of
LearningSystems ThinkingImplementation StrategiesConcerns Based Adoption Model (CBAM)Dissemination StrategiesLesson Planning with Formative Assessment
Stages of Leadership Action
Stage 1: Know & ModelLeadership of Self
Stage 3: Advocate & Systematize
Leadership in theExtended Community
Stage 2: Collaborate & Implement
Leadership of Others
NCSM (2008). Principles and Indicators for Mathematics Education Leaders (PRIME).
Assessment PrinciplesIndicator 1 I use student assessments that are congruent and align by grade level or course content.Indicator 2 I use formative assessment practices to inform teacher practices and student learning.
PRIME Document
Inside the Black Box: Raising Standards through Classroom
AssessmentBy Paul Black and Dylan Wiliam
The following 5 quotes are from the article Inside the Black Box: Raising Standards through Classroom Assessment. Read all of the quotes and choose one to share with your triad partners. Reflect on the meaning of the quote and the implications for supporting student achievement in mathematics.
Example:1) Assessment refers to all activities undertaken by teachers and their
students that provide information to be used as feedback to modify teaching and learning activities. Assessment becomes formative when the evidence is actually used to adapt the teaching to meet student needs.
Our Assessment Future:Comparing Assessment of and for
Learning R. Stiggins video clip
Assessment for Learning Assessment of Learning
Distinctionbetween Assessmen
tsystems
Focus of assessmen
t on State Standard
Teacher’s Role
Student’s Role
Student motivation
In what ways did the barn raising scene reflect a working system?
What were the parts?
In what ways did the parts interact to function purposefully as a whole?
Alignment of the Principles of Formative Assessments to the Learning Team Continuum of Work for Mathematics
Principles of A
ssessment for L
earning
(1) Prior to teaching, teachers study and can articulate the math concepts students will be4 learning.
(2) Teachers use student-friendly language to inform students about the math objective they are expected to learn during the lesson.
(3) Students can describe what mathematical ideas they are learning in the lesson.
(4) Teachers can articulate how the math lesson is aligned to district learning targets, state standards and classroom assessments (CABS), and fits within the progression of student learning.
(5) Teachers use classroom assessments that yield accurate information about student learning of math concepts and skills and use of math processes.
(6) Teachers use assessment information to focus and guide teaching and motivate student learning.
(7) Feedback given to a student is descriptive, frequent, and timely. It provides insight on a current strength and focuses on one facet of learning for revision linked directly to the intended math objective.
(8) Students actively and regularly use descriptive feedback to improve the quality of their work.
(9) Students study the criteria by which their work will be evaluated by analyzing samples of strong and weak work.
(10) Students keep track of their own learning over time (e.g., journals, portfolios) and communicate with others about what they understand and what areas need improvement.
Learning T
eam C
ontinuum
Stage 1Learning Targets
Stage 2Align State
Framework and Math Program
Stage 3Common CABS
Stage 4Student Work on
CABS
Stage 5Descriptive Feedback
on CABS
Understand importance of
identifying and articulating big ideas
in mathematics to bring consistency to a
school’s math program.
Develop meaning for the math embedded in
the targets and alignment to state
standards and descriptors and to the
school’s math program.
Provide a measure of consistency of student
learning based on standards/descriptors
and targets.
Examine student work to monitor
achievement and progress toward the
targets and descriptors.
Use student work to inform instructional
decisions, and to provide students with
appropriate descriptive feedback.
Principles of Assessment for Learning
Implementation Strategies Guideline 1: Focus on the System, Not the
People Guideline 3: Expect the System to Resist
Interventions Meant to Disrupt the Stability of the Current System
Guideline 4: Evaluate the System According to the Organization’s Core Values
Types of Dissemination Strategies
Implementation Training, assistance, and support for using a new program or practices.Outcome goal : Systemic
Exchange Sharing information, materials, or perspectives, related to refining practices or ideas; when information ,products, or observations are shared.
Outcome goal : Engagement
Spread One way of broadcasting information to increase awareness.
Outcome goal: Knowledge
Lesson Planning with Formative Assessment Principles Date: ______________ Grade: ______________ Lesson: ______________
Part 1: Selecting and Setting Up a Mathematical Task This part contains four critical components that need to be considered when selecting and setting up a mathematical task.
Part 2: Supporting Student Exploration of the Task In this section, construct three questions that will develop the mathematics of the lesson. Be sure to consider the Depth of Knowledge to develop the questions. These questions could be used with students individually or in small groups.
Part 3: Summarizing the Mathematics In this section, construct a question that focuses on orchestrating a whole group discussion of the task that uses different solution strategies produced by the students that highlight the mathematics of the lesson.
1. Important Mathematics to Develop: 2. Learning Target & Descriptors: 3. Lesson Objective in Student Friendly Language: 4. Success Criteria:
Q1. Access background knowledge: Q2. Develop understanding of the mathematics by pushing student reasoning: Q3. Summarize the important mathematics in the lesson. This should tie back to the success criteria.
Q. Summarize the important mathematics in the lesson as a whole class discussion. This should tie back to the success criteria.
Poster Activity
As a table create a poster with 3 big ideas from
your assigned topic hang up completed poster
Whole group debrief
Linking PRIME Assessment Indicator #2 and the Learning
Team ContinuumAlignment of the Principles of Formative Assessments
to the Learning Team Continuum of Work for Mathematics
Principles of A
ssessment for L
earning
(1) Prior to teaching, teachers study and can articulate the math concepts students will be4 learning.
(2) Teachers use student-friendly language to inform students about the math objective they are expected to learn during the lesson.
(3) Students can describe what mathematical ideas they are learning in the lesson.
(4) Teachers can articulate how the math lesson is aligned to district learning targets, state standards and classroom assessments (CABS), and fits within the progression of student learning.
(5) Teachers use classroom assessments that yield accurate information about student learning of math concepts and skills and use of math processes.
(6) Teachers use assessment information to focus and guide teaching and motivate student learning.
(7) Feedback given to a student is descriptive, frequent, and timely. It provides insight on a current strength and focuses on one facet of learning for revision linked directly to the intended math objective.
(8) Students actively and regularly use descriptive feedback to improve the quality of their work.
(9) Students study the criteria by which their work will be evaluated by analyzing samples of strong and weak work.
(10) Students keep track of their own learning over time (e.g., journals, portfolios) and communicate with others about what they understand and what areas need improvement.
Learning T
eam C
ontinuum
Stage 1Learning Targets
Stage 2Align State Framework
and Math Program
Stage 3Common CABS
Stage 4Student Work on
CABS
Stage 5Descriptive Feedback
on CABS
Understand importance of
identifying and articulating big ideas
in mathematics to bring consistency to a
school’s math program.
Develop meaning for the math embedded in
the targets and alignment to state
standards and descriptors and to the
school’s math program.
Provide a measure of consistency of student
learning based on standards/descriptors
and targets.
Examine student work to monitor
achievement and progress toward the
targets and descriptors.
Use student work to inform instructional
decisions, and to provide students with
appropriate descriptive feedback.
Principles of Assessment for Learning
Matching the two documents• Individually, reread Assessment Indicator #2 – Stage
1: Leadership of Self and Stage 2: Leadership of Others sections
• Take notes, carefully recording important phrases and ideas that will be used in a group discussion
• Match these phrases to the Principles of Assessments for Learning and the Learning Team Continuum
Self Evaluation Rubric for PRIME Assessment Leadership Review your rubric from September Adjust your rubric using the word “MAY”
Complete the open ended response question. Reflect on your biggest area of leadership growth for this school year.
Table/Large group debrief
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