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Supervision for Learning: How Administrators Can Use Assessment For Learning
Conversa:ons with Teachers
Cariboo-‐Chilco:n Administrators Faye Brownlie
Order
• Review of AFL • Connec:on to SFL • Research on SFL • SFL in prac:ce • Self-‐reflec:on and goal-‐seHng
• Our focus is on the learner
Learning Inten:ons
• I can name and describe the 6 Assessment For Learning strategies.
• I can recognize the Assessment For Learning strategies in the work of students and teachers.
• I can understand and explain to others the concept of Supervising for Learning.
• I can summarize the key research that pertain to the why and the how of Supervising for Learning.
• I can align the work of Supervision for Learning with Assessment for Learning.
• I can plan a next step.
Assessment for Learning Purpose Guide learning, inform
instruc:on
Audience Teachers and students
Timing On-‐going, minute by minute, day by day
Form Descrip:ve Feedback ¶what’s working? •what’s not? •what’s next?
Black & Wiliam, 1998 HaHe & Timperley, 2007
Assessment for Learning
• Learning inten:ons • Criteria • Descrip:ve feedback • Ques:oning • Peer and self assessment
• Ownership
Goal: Learning Inten:ons, self assessment Kate Giffin, Queen Alexandra, gr. 4/5
Learning Inten+on
Quiz Mastery Prac+ce on my own
Assistance please!
Where I get stuck…
I can create equivalent frac:ons.
I can reduce a frac:on to its lowest terms.
Goal: more descrip:ve feedback Janice Mercuri, MacKenzie Secondary
• Grade 10 socials students – first drah of essay • Explained the rubric to the grade 12 English students, then they used the rubric to highlight the anonymous essays
• Grade 12 students included with their feedback, 2 stars and a wish
• Grade 10 students used the feedback to revise their essay, then handed them in for marks
Goal: ques:oning, self &peer feedback Aliisa Sarte and Joni Tsui, Port Moody Sec.
• 4-‐6 ques:ons, 1 at a :me • Ques:ons review the previous content • All ques:ons are mul:ple choice • Students choose their response • Votes counted • Partner talk • Revote • 2 students explain their reasoning
Goal: feedback, self assessment, ownership Aliisa and Joni
• During lecture, lab or assignment • 3 coloured cubes:
– Red – don’t get it – Yellow – bit confused – Green – making sense
– Used with AP Biology 12, science 10, Biology 11
Goal: self assessment, ownership
• Highlight your notes with the 3 colours – helps you find what you need to focus on
• Code your own quizzes with coloured pencils, before handing in
• Consider your errors – how many were careless?
Goal: criteria, self and peer assessment, ownership, ques:oning,
descrip:ve feedback, gr.2/3
• An opening sentence with a hook
• Details
• Dis:nguished words
Autumn Bear
Author-‐Diane Culling
Illustrator -‐ Cindy Vincent
Snowberry Books, 2007
ISBN 978-‐0-‐9736678-‐2-‐0
One September morning •a piece of fog touched me. As I looked out my window the gold leaves drihed out of the tree as I dragged my feet down the stairs to breakfreast, as I waited for the school bus I feel puffs of wind pick up my hair when the school bus came I slowley walk up the stairs as I bundled • in a seat as I went down the steps I saw birds migra:ng south as if leaves followed them it looked like they were air dancing.• -‐Allyson, gr.2
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Supervising for Learning is the process
through which meaningful and reflec:ve
dialogue arises. Its first priority is to serve
the purpose of promo:ng learning – child,
teacher, paraprofessional, principal, vice-‐
principal, parent.
Assessment for Learning/Supervision for Learning
Assessment for Learning Supervision for Learning
Learning Inten:ons Learning Inten:ons
Criteria Criteria
Ques:oning Culture of Inquiry
Descrip:ve Feedback Descrip:ve Feedback
Self and Peer Assessment Self Reflec:on and Learning Partnerships
Ownership Teacher Ownership
Data
Focus on Learning
Evalua+on / Supervision Of Teaching
Judging
Booom Line/Final Word
Conversa:on
Observa:on / Response
Finite
Role Specific
To Someone
Supervising For Learning
Learning
Descrip:ve Feedback
Reflec:ve Dialogue
Inquiry
Cyclical
Role Flexibility
Together
Focus on Teaching
23
Meaningful and
reflec+ve dialogue around
and about student learning
Culture of con+nuous learning and improvement A Culture of Inquiry
24
1. Establishing goals and expecta:ons
2. Strategic resourcing
3. Planning, coordina:ng and evalua:ng teaching and the curriculum
4. Promo:ng and par:cipa:ng in teacher learning and development
5. Ensuring an orderly and suppor:ve environment
25
SLF – Insights from the Experts
• Find a learning partner and posi:on yourself next to one of the quotes on the wall.
• Read each quote and talk about it with your partner.
• How does this quote resonate with your school and your experience?
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Teachers make a difference
Differences in teacher effec:veness were found to be the dominant factor affec:ng student academic gain
“the implica:on …is that seemingly more can be done to improve educa:on by improving the effec:veness of teachers than by any other single factor.”
Wright, Horn and Sanders, 1997
SLF – Learning Inten:ons
As a school staff and as individuals, what do we want to get beOer at?
•How can leaders promote professional learning that will impact on student achievement? •What professional learning inten:ons should be our focus?
•How can we sustain our focus over :me?
SFL -‐ Criteria
What criteria can we iden+fy as a group or as individuals that will help us iden+fy success?
•How can we include current research on teaching, learning, and engagement?
•How will we know our efforts are making a difference to student learning?
SFL – Culture of Inquiry
How can we begin/maintain a culture of inquiry?
•What big ques:ons will guide our inquiry?
•What ques:ons can I use to start/sustain/con:nue the conversa:on?
•What ques:ons do I ask the student/the teacher?
Descrip:ve Feedback
How can we expand the use of descrip+ve feedback when we talk about the learning of our students and of our prac+ce?
•what’s working? •what’s not? •what’s next?
•How do we help these frame our daily conversa:ons and our reflec:ons and the paoerns we no:ce in our students over :me?
SFL – Self-‐Reflec:on and Learning Partnerships
How can we promote and model self-‐reflec+on?
•How can I demonstrate that I am a learner and work with teachers as a learning partner?
•How can we create and maintain learning partnerships and communi:es with peers that focus on enhancing student learning?
SFL – Teacher Ownership
How can we structure a culture in which we take ownership of our own learning and share our learning with each other in a nonjudgmental manner?
•What structures can we set up to promote collabora:on among teachers?
SLF – GeHng Started
• Establish structures to facilitate conversa:ons and inquiry – Time for teacher teams – Use of performance standards and learning outcomes
– Common forma:ve and summa:ve performance-‐based assessments (reading & wri:ng)
– Use of exemplars and models
SLF – GeHng Started
• Focus on the elements of good teaching – Universal Design for Learning (choice) – Backwards Design – Engagement for all – Gradual Release of Responsibility – Open-‐ended strategies
• Connect • Process • Transform and personalize
SLF – GeHng Started
• Visit all classrooms on a regular basis – Being present, walkthroughs – 5-‐15 visits, mini-‐observa:ons, focus on teaching and learning
– Full with detailed note-‐taking
– Note that these all have different purposes!
SLF – GeHng Started
• Give immediate feedback aher a class visit – Focus on the posi:ve – apprecia:ve ‘what’s working’; be specific – 1-‐2 comments
– Provide an opportunity for the teacher to suggest an area for improvement
– Keep the conversa:on and feedback focused on student learning, ‘what are the goals of this lesson? How are the students doing at progressing toward these goals? Who are you most worried about and how are they progressing toward the goals?’
41
Supervising for Learning conversa:ons are focused and strategic. They centre on learning and how to move forward. They are not an end to themselves, but rather a means to iden:fy goals and the process for achieving
those goals within a given :me frame.
Yrsa Jensen, BCELC
44
Does this make sense to you?
How might this look?
How might it change what you do as a principal/ vice principal?
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Think about a teacher or a group of teachers with whom you would like to work
Think about their strengths and their challenges
Think about what student learning you would you like to focus on, and how you would like to begin the conversa:on
Think about how you would share the framework
Discuss with a learning partner
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