an Effective Assessment System The Administrators Role in an Effective Assessment System Create and support a Professional Learning Community framework Invest in the teachers you have Imbed formative assessment in your learning communities ID: 748125
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Slide1
The Administrator’s Role in
an Effective
Assessment
SystemSlide2
The Administrator’s Role
in an Effective Assessment System
Create and support a Professional Learning Community framework.
Invest in the teachers you have.
Imbed formative assessment in your learning communities.
Collect and analyze leadership data.
Deal with resistance.
Slide3
Create and Support a PLC…Slide4
Create an Organizational Structure to Support Collaborative Learning
Create/protect a schedule for teacher
collaboration.
Persist in scheduling collaboration – even in the face of resistance.
Structure time for teacher reflection about their learning.
Monitor to ensure the time is used well.
Shirley M.
Hord
& William A.
Sommers
,
Leading Professional Learning Communities: 2008Slide5
Prepare Teachers
for Skillful Collaboration
Ensure that the role of group facilitator becomes the responsibility of everyone and rotates as the skill level of group members increases.
Provide training and support to develop faculty members to serve as skilled facilitators during team meetings.
Shirley M.
Hord
& William A.
Sommers
,
Leading Professional Learning Communities, 2008Slide6
Implement an Incentive System that Ensures Collaborative Work
Work with teachers to create and implement an incentive system for learning teams.
Recognize and reward joint work that results in student gains and accomplishes school goals.
Shirley M.
Hord
& William A.
Sommers
,
Leading Professional Learning Communities, 2008Slide7
Create and Maintain a Learning Community to Support Teacher & Student Learning
Build a culture that respects risk taking, encourages collegial exchange, identifies, and resolves conflict, sustains trust, and engages the whole staff as a learning community to improve the learning of all students.
Shirley M.
Hord
& William A.
Sommers
,
Leading Professional Learning Communities,2008Slide8
Participate with Other Administrators in One or More Learning Communities
Attend learning community meetings organized at the district, regional, state, and/or national level to identify and solve school challenges, as well as to learn together.
Shirley M.
Hord
& William A.
Sommers
,
Leading Professional Learning Communities, 2008Slide9
Invest in the Teachers
You Already Have…Slide10
Traditional Professional Development
Historically, professional development has done LITTLE to impact student achievement.
We have not been doing what research shows makes a difference to student learning.
There’s no significant impact on teacher practice once the teacher returns to the classroom.
Dylan
Wiliam
, Content Then Process
Ahead of the Curve
, 2007Slide11
“But Our Teachers Have Been Trained…”
Activity:
At your table, share examples of professional development that has NOT led to significant changes in classroom practice.Slide12
Why Traditional Workshops
Don’t Work
Teachers aren’t involved in the process and aren’t provided the opportunity to tailor their work to their own students in their own schools and classrooms.
Knowing WHAT to do and being ABLE to do it, are two very different things.
Teachers aren’t provided the TIME to apply a newly learned skill and don’t have a support system and/or resources to try it when they do find time.Slide13
Effective Professional Development
To improve teacher quality through professional development…
Concentrate on both content
and
process
Focus on what we want teachers to change or change about what they do (content)
Support teachers in making changes (process)Slide14
Embed Formative Assessment in Your Learning Communities…Slide15
Assess
Your Assessment!
At your table, share
…
What information does your school gather to show how students are progressing?
What formative assessments do your teachers use?
How is the collected data analyzed?
What is the teacher’s responsibility in data analysis?
What is the student’s responsibility in data analysis?
What are the next steps for improvement?
How does the analysis transfer to instruction?
How does the analysis transfer to student goal setting and action?Slide16
5 Principles to Establishing & Sustaining
Effective Assessment Practices
Gradualism
Flexibility
Choice
Accountability
Support
Dylan
Wiliam
, Ahead of the Curve, 2007Slide17
The “Tough” Issues
Instructional practices
Grading practices
Homework practices
Intervention programsSlide18
The “Tough” Issues
Mix It Up! Activity
Use the manila envelopes on your table to record your questions or comments on the uniformity (or lack of) between classrooms in these four areas: instructional practices, grading, homework, & intervention.
These will be traded between the tables to allow you to respond to one another’s questions or comments. Slide19
Why So Little Consistency in Assessment?
Educational leaders fail to emphasize consistency in the classroom due to misplaced priorities.
Educational leaders make inappropriate decisions about assessment because they have the wrong information.
Douglas Reeves
Challenges and Choices,
Ahead of the CurveSlide20
Choices and Trade-Offs for Leaders
Choice 1
: Power Standards or Frantic Coverage?
Choice 2
: Practical Utility or Psychometric Perfection?
Choice 3
: Primacy of Literacy or Pursuit of Popularity?
Choice 4
: Collaboration or the Blob?
Choice 5
: Evidence or Tradition?
Douglas Reeves
Challenges and Choices,
Ahead of the Curve
Slide21
Collect and Analyze
Leadership Data…Slide22
Data on Purpose
“A purposeful, precise approach to selecting, analyzing, and understanding data can augment a comprehensive assessment framework and produce second-order change. Data on purpose ensures at all levels to inform learning, teaching, and leading.”
Stephen White
Data on Purpose: Due Diligence to Increase Student Achievement,
Ahead of the Curve, 2007 Solution TreeSlide23
Purpose of Leadership Data
Helps determine the quality and consistency of leadership practices.
Adds insight into which leadership practices are most effective in
Building capacity
Creating culture
Sustaining student achievementSlide24
Powerful Acts of Leadership that Can be Evaluated with Data
Modify time
Modify opportunities
Provide corrective feedback
Replicate successful practices
Make midcourse corrections
Stephen White,
Ahead of the Curve Slide25
Powerful Acts of Leadership that
Can
be Evaluated with Data
Analyze diverse types of data
Collaboratively implement and evaluate common assessments
Develop & test hypotheses
Tailor training to needs
Commit resources
Stephen White,
Ahead of the CurveSlide26
Triangulate!
Ahead of the Curve
Chapter 10, pages 215 & 217
Study the 2 charts and discuss what meaningful insights the principal of this school could glean from the additional data.Slide27
Selecting Teaching Practices to Monitor & Triangulate with Learning Data
Which high-yield strategy has been supported by PD at your school?
Do all participants have a common understanding of how to implement?
Which strategy has been supported and reinforced by modeling, coaching, mentoring, or peer observations?
Which strategy lends itself to routine and reliable data collection?
Is the strategy an appropriate fit for the academic standard being pursued?
Stephen White,
Ahead of the CurveSlide28
Deal With Resistance…Slide29
Know What & How to Confront
Assume good intentions.
Identify specific behaviors essential to the success of the initiative.
Focus on behavior not attitude. Monitor behavior.
Confront incongruent behavior with specific concerns and communicate logical consequences.
Don’t confront everything – just what’s in your face at the moment.Slide30
Prevention
Build shared knowledge to build commitment.
Provide specific learning opportunities for staff.
Set clear SMART goals and celebrate small victories.Slide31
Give Recognition and Praise
Great recognition and praise can immediately transform a workplace.
And just one person can infuse positive emotions into an entire group.Slide32
“Fill Their Buckets”
“Studies show that organizational
leaders who share positive emotions
have workgroups…
with a more positive mood, enhanced job satisfaction, greater engagement, and improved group performance.”
Tom Rath and Donald Clifton
How Full Is Your Bucket?Slide33
Touch Their Hearts
Appeal to their fundamental human longings
To be successful
To belong
To make a differenceSlide34
Celebrations!
Please share with the other administrators at your table…
An accomplishment you, your school, or one of your school teams has made
A positive shift in attitude or effort of one or more staff members
A positive change you are seeing take place as a result of your school improvement effortsSlide35
Change is Good!Slide36
A Moving Bus
“The final challenge – and the one that solidifies success – is to build so much momentum that change is unstoppable, that everything reinforces the new behavior, that even the resistors get on board – exactly the momentum that develops in winning streaks.”
Rosabeth
Moss
KanterSlide37
Contact Information
Gail Varney
Title I School Improvement Coordinator
West Virginia Department of Education
304-558-7805
gavarney@access.k12.wv.us