/
The Administrator’s Role in The Administrator’s Role in

The Administrator’s Role in - PowerPoint Presentation

olivia-moreira
olivia-moreira . @olivia-moreira
Follow
346 views
Uploaded On 2019-01-24

The Administrator’s Role in - PPT Presentation

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

data learning professional amp learning data amp professional teachers curve practices assessment school support student leadership communities change leading

Share:

Link:

Embed:

Download Presentation from below link

Download Presentation The PPT/PDF document "The Administrator’s Role in" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.


Presentation Transcript

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