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TRANSCRIPT
LEADING FORMATIVE ASSESSMENT IMPLEMENTATION
Nancy Gerzon, WestEdSan Diego County Office of EducationGetting Smarter Conference Workshop
February 16, 2017
Session Outcomes
• Understand the roles of school and district leaders to guide formative assessment implementation
• Explore strategies used by school and district leaders to develop teachers’ formative assessment practice
• Consider strategies to use at your site as you move toward this work or similar work (personalization, data teams, competency-‐based learning)
teachers students
Turn and Talk
What do you notice about the students in the following images?
QUOTES on
LeadingFormative Assessment
Brainstormed List – Leadership Elements
What We Are Learning about Lack of Leadership in Formative Assessment
What We Are Learning about Lack of Leadership in Formative Assessment
What We Are Learning about Lack of Leadership in Formative Assessment
Completers v. Non-‐Completers (FAI)
17
3 5
17
4
62
6
37
7
14
42
7
24
8
0
10
20
30
40
50
60
70
80
90
100
Meetings with teachers at my school
Meetings with teachers across my district
Instructional coaches to support course content
Incentives for course completion (e.g. money,
course credit)
Release time to take the course
No supports provided Other
Percen
t
What supports, if any, has your district and/or school provided to support your learning in this course?
Non-‐Completer
Completer
The Value of Leadership Support
• 42% of completers received some kind of incentive such as money or course credit for FAI, compared to 17% of non-‐completers. • A non-‐completer explained the trade-‐off calculation he/she made, “The lack of support or incentive made the time requirement too costly to complete the entire course.”• Similarly, 37% of completers reported meeting with teachers at their school compared to 17% of non-‐completers. These meetings transformed the course experience to a hybrid-‐like model instead of solely online. • In face to face meetings with other teachers at their school, participants could discuss key concepts and share their experiences trying out the strategies in their classrooms.
Five Lessons Learned about Formative Assessment Leadership
Leadership Role #1
Serve as Lead Learners
q Understand formative assessment
q Understand readiness factors
q Be willing to not know answers
q Embrace it when this work gets messy
q Learn hand-‐in-‐hand with teachers
Leadership Role #1: Becoming a Lead Learner
Leadership Role #2
Model, and provide
feedback on, formative
assessment practices to
guide instructional
improvement
q Understand the continuum of learning teachers will undergo as they adopt formative assessment
q Observe teachersq Talk with students about
how they are learningq Give feedback on next
steps in learning
Continuum of Practice
Developing Improving Extending
Understanding the Continuum of Learning
Leadership Role #3
Articulate a vision for how
this work aligns with and supports
instructional improvement
q Establish clear expectations about the changing roles of teachers and students
q Coordinate how this aligns with other improvement work (“Braiding”)
q Align with internal systems (evaluation, professional learning, goal-‐setting)
Leadership Role #3: Articulate Aligned Vision
Leadership Role #4
Improve the culture of
learning
q Support new ways for adults to learn together
q Model cultural changes in adult learning
q Notice and promote how cultural changes support student learning
q Identify (and remove) barriers to implementation
(Birenbaum, 20115)
The way students learn and the way adults learn are very similar.
In highly effective adult learning communities, we see the same elements that we see in formative assessment classrooms, including:
ü a focus on learningü shared school visionü reflective dialogueü collaborationü shared responsibility coupled with
high expectations for the learning of all students in the school
ü individual and collective efficacyü supportive social climateü “deprivatizing” of practice
(collaborating, sharing practice, and planning with others)
ü learning from errorsü common language
Leadership Role #5
Engage in knowledge
management
q Support each stage of the change process
q Recognize the time it takes to do this work
q Identify instructional leads and support them to lead others
q Find time for teachers to have dialogue about this work
Leadership Role #5: Support Teacher Growth
Increased building dialogue about teaching and learning focused on:
• A shared professional knowledge base• Specific lessons and standards• What students know• Instructional refinement aligned to goals• Changing beliefs and values• Continual improvement of practice
WITH MORE INFORMED LEADERSHIP WE SEE…
FAI Project: What Teachers Tell Us They Want from their Leaders
• Leaders who understand formative assessment• Sustained commitment through full
implementation• Preserved time to learn together• Feedback on implementation• Safe environment to try out new practices• Eliminate obstacles to formative assessment
Maryland FAME Model
FAME Leadership Elements
29
Pre-‐Implementation
Webinars
Leadership Institute
Online Leadership Meetings
Leadership Essentials Screencast
s
Mid-‐year Convening (Road Trip)
Regional Support Networks
Leadership Competencies
30
Maryland FAME Leadership Screencasts
Turn and Talk
Please reach out to continue the dialogue
Nancy Gerzon
Project Director
Learning Innovations at WestEd