Hawaii Department of EducationBridging the Gap:

Professional Development Protocols

“Tools for Schools”

College & Career ReadinessTools for Schools Professional Development

RationaleInconsistent implementation

Tri-Level: State to Complex Area to SchoolsVaried levels of understanding of

CCSS and Formative Instructional PracticesGeographic challenges

Statewide system on 7 Islands

Hawaii Department of Education

7 Geographic Areas

280 Schools

180,000 Students

13,000 Teachers

1 Statewide System

15 Complex Areas

Content/ProcessInteractive School-specific discussionsDifferentiated through follow-up

activities and resourcesAccountability & data collection

AGENDAAGENDA

1. Definition and Power of Formative Practices

2. Formative Instructional Practices

Where am I going?

Where am I now?

How do I close the gap?

the bottom

line

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3. Commitment to Action

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Students’ learning is impacted positively by these practices:

1. Where Am I Going? a. having clear learning targets b. setting and using criteria using work samples

2. Where Am I Now? a. receiving descriptive feedback b. self-, peer-assessing and goal-setting

3. How Do I Close the Gap? a. focus on one component of quality at a time b. short practice assignments to scaffold learning c. students keep track of learning (portfolios) and share it (student-led conferencing)

Formative Instructional Practices *Formative Instructional Practices *

*Seven Strategies of Assessment for Learning, Jan Chappuis. 2011

1. Where Am I 1. Where Am I Going?Going?

1.b. Co-construct Criteria Using Student Work:

Watch 3 video clips of oral presentations as samples of student work.

As a large group, chart a list of criteria for a strong oral presentation.

Sort the criteria list into 2-3 categories (ex: content; presentation or delivery etc.) Compare with the example provided in handout 6.

(optional) Create 3 levels of quality for the categories generated above (also see handout 7 as an example).

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Total Time : 13 minutes

Common Criteria Delivery

VolumeArticulationPaceEye Contact

OrganizationClear introductionIdeas organized logicallyConclusion

2. Where Am I Now?

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2.a. Descriptive Feedback:• Watch another video clip of a student’s

oral presentation

• Give descriptive feedback using the rubric in handout 7 by highlighting, circling or writing comments. (teacher feedback)

Total Time : 4 minutes

2.b. Self-, peer-assessing and goal-setting

• In addition to teacher feedback, students can self- and peer-assess their work based on the rubric

co-constructed by them. • Next step for students will be to set goals.

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Where the learner is

going

Where the learner is right now

How to get there

Teacher

Peer

Learner

1. Clarifying learning

targets and co-construct criteria for success

2. Engineering effective classroom discussions and other learning tasks that elicit evidence of student understanding

3. Providing feedback that moves learners forward

1. Understanding and sharing learning targets and criteria for success

4. Peer-assessing: Activating students as instructional resources for one another

1. Understanding learning

targets and criteria for success

5. Self-assessing: Activating students as the owners of their own learning

Modified from Black and Wiliam, 2009

In Summary…..Key Aspects of Formative Assessment

Commitment to ActionCommitment to Action

What is one thing you will try next week? Next month? And this school year? (use the Formative Instructional

Practices handout for ideas)

Please use handout 9 and give to the facilitator.

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Survey QuestionsLikert Scale1. Rate the level of impact this protocol will have

on your practice 2. Rate the level of understanding learned or

gained from this protocol3. Rate your satisfaction level on this protocol Open Ended Comments4. What other resources would be helpful?5. Any other questions or comments about the

material in this protocol?

Elementary Feedback on Protocol #1Formative Instructional Practices

High Medium Low

Secondary Feedback on Protocol #1Formative Instructional Practices

High LowMedium

Lessons LearnedAllow more time to complete the protocolsMore time for school collaborationDifferentiate more effectivelyDeepen understanding through activitiesInclude more ways to see examplesExtension activities for topics presented