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Fall FASD Leadership ConferenceFlorida Staff Development CouncilSeptember 2009
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Ann M. DelehantDelehant and Associates
7 Kimberly RoadPittsford, NY 14534
585 248 2587585 750 4499 (cell)
The most promising strategy for sustained, substantive school improvement is building the capacity of school personnel to function as a professional learning community. The path to change in the classroom lies within and through professional learning communities. Milbrey McLaughlin
Tuesday, Sept 22, morning (3 hours), action lab If we want the focus of our PLCs to stay on
learning and results, we need tools for successful collaboration. During the action lab we will engage in the study of several processes and protocols, including lesson study, looking at student work, developing common assessments, using data and others. Participants will walk away with clear and simple directions for a variety of tools that you can use with your PLCs.
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Shifting From: Shifting To:
A focus on teaching A focus on learning
Teaching in isolation Teaching as a collaborative practice
Data dialogues as an option
Data dialogues as an understood requirement
Accountability Responsibility
A culture of blame A culture of inquiry
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Norms◦ Ground rules that the
group agrees to use to guide the behavior of group members.
Clarity of Purpose◦ Clear statement of what
you hope to accomplish during the meeting time.
◦ Some groups use a “non-purpose” to ensure that they don’t get distracted by other issues.
Making Agreements◦ Opportunities for groups
to determine how to use the time, what to address, and how to work together.
Building Consensus◦ Consensus is a decision
making strategy that PLCs might use to ensure that each group member agrees to “actively support the decision that is made by the group.”
Purpose of the PLC ◦ Describes the content of the “conversation”◦ States the expected outcome ◦ Identifies quantifiable, measurable outcomes◦ Clearly identifies the reason for the task
Purpose of Each Session◦ States what the team will do at each session◦ Is clear and specific◦ Brings tighter focus to what is expected at the end of a
session◦ Identifies what is “deliverable” at the end of a session
Non-Purpose◦ States what the team will not do, address or talk about
J. Killion and C. Harrison
Clear, agreed-upon guidelines for conversation. Collaborative in nature. Focus can be teacher or student work.The structure… Makes it safe to ask challenging questions and allows for in-depth conversation. Ensures equity and parity. Provides opportunity for participants to reflect on and describe an issue or dilemma. Provides opportunities to have interesting questions posed. Is time efficient. Builds spaces for listening.
QUESTIONS IMPLEMENTATION IDEAS
WHO (Who participates?)
WHAT (What gets done?)
WHEN (When do we meet and for how long?)
WHERE (Where will we meet?)
WHY (What is the purpose of our time together?)
RECORDKEEPING (Should we keep minutes? If yes, then who will keep the notes and what will be recorded?)
TRUST (How do we build a high trust team to do this work?)
Ann will scan the protocols that she brought to share. We will break into small groups (size to be determined.) We will set up a Round Robin review of the protocols.
1. Looking at Student Work (Slides 9-21)2. Developing Common Assessments (Slides 22-26)3. Facilitating Lesson Study (Slides 27-34 and Tools for
Schools)4. Writing Rubrics (Slides 35-42)5. Facilitating Data Conversation (Slides 42-48 and attachment )
We will break into small groups (“natural teams” wherever possible) to discuss ways to use these protocols with your PLCs.
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Identify strengths and shortcomings of the work. Diagnose, identify or monitor student needs. Align curriculum, instruction and assessment with
student needs. Ensure that all students have equal access and
opportunity to succeed. Guide curriculum development and refinement. Improve teaching. Assess the merits of programs. Assess the extent to which standards are
addressed. Determine how students compare to outside
norms.
Looking Together at Student Work, Tina Blythe, David Allen, Barbara Schiefflin Powell
Purpose Role of Description, Interpretation,
and/or Evaluation
Presentation of the Context for the Student Work
Kinds and Amount of Student Work Typically
Shared
Tuning Protocol
To develop more effective exhibitions, projects and assessment tasks.
To develop common standards for student’s work.
To support teachers’ instructional practice through focusing on student performances.
Primarily evaluation: The process asks participant to provide “warm” and “cool” feedback on the student work samples and exhibition or project designs.
Context presented initially: At the beginning of the session, the presenting teachers typically provide descriptions (including documents) of the assignment, scoring criteria, and reflections from students and others.
Kinds of pieces: Most often used to look at work deriving from an exhibition or long-term project or portfolio. Sample work may include brief video clip of student presentation as well as written and visual samples.
Number of pieces: Typically used with work from several students. May also be used with a single sample.
Collaborative Assessment Conference
To learn more about students’ goals: the problems and issues they choose to focus on in the course of an assignment.
To learn more about the strengths and need of a particular student.
To reflect on and gather ideas for revising classroom practice
Primarily description, with some interpretation: The process asks participants to describe the student work, to ask questions about it, and to speculate about problems or issues in the work that the student was most focused on.
Context withheld until middle of process: The presenting teacher does not describe the context for the work until after participants have looked carefully at it and formulated questions about it.
Kinds of pieces: Most often used to look at student work drawn from student portfolios (e.g., a piece of art work or a sample of daily class work.) Works best with open-ended assignments (as opposed to worksheets.)
Number of pieces: Most often used to look at one or two pieces of work from a single student. May also be used with multiple samples.
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Topic I/D/A Desired OutcomePerson
ResponsibleTime
Welcome IIntroductions. Review protocols. Introduce the Teacher Presenter and the work that will be shared.
Facilitator 6
Teacher Presentation
I
Teacher Presenter describes the context for student work. Review assignment/scoring rubric. Teachers may choose to share the lesson plan that was used. Teacher presenter sets expectations for feedback.
Teacher-Presenter
7
Clarifying Questions
D
Participants ask clarifying questions.
Facilitator might save some questions for the warm/cool feedback (if a question needs more that a brief answer). Presenting Teacher shares planning information or resources used to prepare the lesson/unit.
Team6
Examination of Student Work
SamplesI
Share and review samples of student work. Work might be original or copied pieces of writing or video clips of presentations. Participants reflect on what they would like to contribute to the feedback session. Encourage participants to work quietly during this step.
Team10
Warm and Cool Feedback
DRemind participants of the focusing question(s). Participants share ideas about the student work providing “warm” and “cool” feedback. Facilitator focuses and clarifies.
Facilitator, Team
9
Plan of Action A
Determine action plan for Teacher Presenter. Consider whether the dialogue has implications for the work of others in the group. How will the ideas generated influence the work of the all participating teachers?
Team 5
Debrief
Wrap Up,
Next Steps
DDebrief. Summarize outcomes. Define next steps. Schedule next LASW meeting. Identify next Teacher Presenter.
Next meeting: __________________________
Facilitator 2
TOTAL 4511
TopicI/
D/ADesired Outcome
Person Responsible
Time
Welcome IIntroductions. Review protocols. Introduce the Teacher Presenter and the work that will be shared.
Facilitator 6
Teacher Presentation
I
Teacher Presenter describes the context for student work. Review assignment/scoring rubric. Teachers may choose to share the lesson plan that was used. Teacher presenter sets expectations for feedback.
Teacher-Presenter
7
Clarifying Questions
D
Participants ask clarifying questions.
Facilitator might save some questions for the warm/cool feedback (if a question needs more that a brief answer). Presenting Teacher shares planning information or resources used to prepare the lesson/unit.
Team 6
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TopicI/D/A
Desired OutcomePerson Resp.
Time
Examination of Student
Work Samples
I
Share and review samples of student work. Work might be original or copied pieces of writing or video clips of presentations. Participants reflect on what they would like to contribute to the feedback session. Encourage participants to work quietly.
Team 10
Warm and Cool
FeedbackD
Remind participants of the focusing question(s). Participants share ideas about the student work providing “warm” and “cool” feedback. Facilitator focuses and clarifies.
Facilitator, Team
9
Plan of Action
A
Determine action plan for Teacher Presenter. Consider whether the dialogue has implications for each participant. How will the ideas generated influence the work of the all participating teachers?
Team 5
Debrief
Wrap Up,
Next Steps
D
Debrief. Summarize outcomes. Define next steps. Schedule next LASW meeting. Identify next Teacher Presenter.
Next meeting: _____________________
Facilitator 2
TOTAL 45
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TOPICTOPIC DESIRED OUTCOMEDESIRED OUTCOME PERSON PERSON RESP.RESP.
TIMETIME
IntroductionIntroduction II Introductions. Discuss progress. Review protocols.Introductions. Discuss progress. Review protocols. FacilitatorFacilitator 5 5
Teacher Teacher PresentationPresentation
II Teacher presenter describes the context for student work. Review Teacher presenter describes the context for student work. Review assignment/scoring rubric. assignment/scoring rubric.
Teacher-Teacher-presenterpresenter
1515
Clarifying Clarifying QuestionsQuestions
DD Share and review samples of student work--may be original or copied Share and review samples of student work--may be original or copied pieces of writing or video clips of presentations. Facilitator might save pieces of writing or video clips of presentations. Facilitator might save some questions for the warm/cool feedback (if a question needs more some questions for the warm/cool feedback (if a question needs more than a brief answer.) Ask questions about the teacher preparation for the than a brief answer.) Ask questions about the teacher preparation for the lesson that led to this student work.lesson that led to this student work.
TeamTeam 5 5
Examine Student Examine Student Work SamplesWork Samples
DD Participants silently reflect on what they would like to contribute to the Participants silently reflect on what they would like to contribute to the feedback session.feedback session.
TeamTeam 15 15
Reflect on Reflect on FeedbackFeedback
DD Remind participants of the focusing question(s). Participants share Remind participants of the focusing question(s). Participants share feedback while the teacher-presenter is silent.feedback while the teacher-presenter is silent.
TeamTeam 3 3
Warm ad Cool Warm ad Cool FeedbackFeedback
DD Teacher-presenter speaks to those comments/questions he or she chooses Teacher-presenter speaks to those comments/questions he or she chooses to address. Facilitator focuses and clarifies.to address. Facilitator focuses and clarifies.
Facilitator, Facilitator, TeamTeam
15 15
Plan of ActionPlan of Action AA Determine action plan for teacher presenter. Consider whether the Determine action plan for teacher presenter. Consider whether the dialogue has implications for the work of others in the group. How will dialogue has implications for the work of others in the group. How will the ideas generated influence the work of the teacher?the ideas generated influence the work of the teacher?
Teacher-Teacher-presenterpresenter
13 13
DebriefDebrief DD Facilitator leads an open discussion on the tuning experience: What went Facilitator leads an open discussion on the tuning experience: What went well? What questions did the process raise?well? What questions did the process raise?
TeamTeam 10 10
Next Steps/Next Steps/ II Summarize, define next steps. Next meeting:Summarize, define next steps. Next meeting: TeamTeam 7 7
FacilitatorFacilitator 2 2
TOTALTOTAL 90 min.90 min.
TOPICTOPIC I/I/DADA
DESIRED OUTCOMEDESIRED OUTCOME PERSON PERSON RESP.RESP.
TIMETIME
IntroductionIntroduction II Introductions. Discuss progress. Review Introductions. Discuss progress. Review protocols.protocols.
FacilitatorFacilitator 5 5
Teacher Teacher PresentationPresentation
II Teacher presenter describes the context Teacher presenter describes the context for student work. Review for student work. Review assignment/scoring rubric. assignment/scoring rubric.
Teacher-Teacher-presenterpresenter
1515
Clarifying Clarifying QuestionsQuestions
DD Share and review samples of student Share and review samples of student work--may be original or copied pieces of work--may be original or copied pieces of writing or video clips of presentations. writing or video clips of presentations. Facilitator might save some questions for Facilitator might save some questions for the warm/cool feedback (if a question the warm/cool feedback (if a question needs more than a brief answer.) Ask needs more than a brief answer.) Ask questions about the teacher preparation questions about the teacher preparation for the lesson that led to this student for the lesson that led to this student work.work.
TeamTeam 5 5
Examine Examine Student Work Student Work SamplesSamples
DD Participants silently reflect on what they Participants silently reflect on what they would like to contribute to the feedback would like to contribute to the feedback session.session.
TeamTeam 15 15
TOPICTOPIC I/I/DADA
DESIRED OUTCOMEDESIRED OUTCOME PERSON PERSON RESP.RESP.
TIMETIME
Reflect on Reflect on FeedbackFeedback
DD Remind participants of the focusing question(s). Remind participants of the focusing question(s). Participants share feedback while the teacher- Participants share feedback while the teacher-presenter is silent.presenter is silent.
TeamTeam 3 3
Warm ad Warm ad Cool Cool FeedbackFeedback
DD Teacher-presenter speaks to those Teacher-presenter speaks to those comments/questions he or she chooses to comments/questions he or she chooses to address. Facilitator focuses and clarifies.address. Facilitator focuses and clarifies.
Facilitator, Facilitator, TeamTeam
15 15
Plan of Plan of ActionAction
AA Determine action plan for teacher presenter. Determine action plan for teacher presenter. Consider whether the dialogue has implications Consider whether the dialogue has implications for the work of others in the group. How will for the work of others in the group. How will the ideas generated influence the work of the the ideas generated influence the work of the teachers?teachers?
Teacher-Teacher-presenterpresenter
1515
DebriefDebrief DD Facilitator leads an open discussion on the Facilitator leads an open discussion on the tuning experience: What went well? What tuning experience: What went well? What questions did the process raise?questions did the process raise?
TeamTeam 10 10
Next Steps/Next Steps/ II Summarize, define next steps. Summarize, define next steps.
Next meeting: _____________________Next meeting: _____________________
TeamTeam
FacilitatorFacilitator
7 7
TOTALTOTAL 90 min.90 min.16
TOPICTOPIC I/DAI/DA DESIRED OUTCOMEDESIRED OUTCOME PERSON PERSON RESP.RESP.
TIMETIME
Reflect on Reflect on FeedbackFeedback
DD Remind participants of the focusing Remind participants of the focusing question(s). Participants share feedback question(s). Participants share feedback while the teacher-presenter is silent.while the teacher-presenter is silent.
TeamTeam 3 3
Warm ad Warm ad Cool Cool FeedbackFeedback
DD Teacher-presenter speaks to those Teacher-presenter speaks to those comments/questions he or she chooses to comments/questions he or she chooses to address. Facilitator focuses and clarifies.address. Facilitator focuses and clarifies.
Facilitator, Facilitator, TeamTeam
15 15
Plan of Plan of ActionAction
AA Determine action plan for teacher presenter. Determine action plan for teacher presenter. Consider whether the dialogue has Consider whether the dialogue has implications for the work of others in the implications for the work of others in the group. How will the ideas generated group. How will the ideas generated influence the work of the teacher?influence the work of the teacher?
Teacher-Teacher-presenterpresenter
1515
DebriefDebrief DD Facilitator leads an open discussion on the Facilitator leads an open discussion on the tuning experience: What went well? What tuning experience: What went well? What questions did the process raise?questions did the process raise?
TeamTeam 10 10
Next Steps/Next Steps/ II Summarize, define next steps. Summarize, define next steps.
Next meeting: _____________________Next meeting: _____________________
TeamTeam
FacilitatorFacilitator
7 7
TOTALTOTAL 90 min.90 min.17
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1. Getting started • The group chooses a facilitator who will make sure the group stays focused on the particular The group chooses a facilitator who will make sure the group stays focused on the particular
issue addressed in each step.issue addressed in each step.• Copies of the work are provided for all.Copies of the work are provided for all.• Teacher presenter says nothing about the work or the student.Teacher presenter says nothing about the work or the student.• Participants read in silence making notes if necessary.Participants read in silence making notes if necessary.
2. Describing student work • The facilitator asks the group, "What do you see?“The facilitator asks the group, "What do you see?“• Group members provide answers without making judgments about the quality of the work or Group members provide answers without making judgments about the quality of the work or
their personal preferences.their personal preferences.• If judgments emerge, the facilitator asks the individual to describe the evidence on which the If judgments emerge, the facilitator asks the individual to describe the evidence on which the
judgment is based.judgment is based.
3. Asking questions about the work • Facilitator asks the group, "What questions does this work raise for you?“Facilitator asks the group, "What questions does this work raise for you?“• Group members state any question they have about the work, the child, the assignment, the Group members state any question they have about the work, the child, the assignment, the
circumstances under which the work was carried out.circumstances under which the work was carried out.• Presenting teacher takes notes but does not answer questions.Presenting teacher takes notes but does not answer questions.
4. Speculating about the work
• The facilitator asks the group, “ What do you think the child is working on?”The facilitator asks the group, “ What do you think the child is working on?”
• Participants, based on their reading or observation of the work, make suggestions about the problems or Participants, based on their reading or observation of the work, make suggestions about the problems or
issues that the student focused on carrying out the assignment.issues that the student focused on carrying out the assignment.
5. Hearing from the presenting teacher
• The presenting teacher provides perspective on the student's work, describing what he/she sees in it, The presenting teacher provides perspective on the student's work, describing what he/she sees in it,
responding to questions raised, and adding information that she feels is important to share with the group.responding to questions raised, and adding information that she feels is important to share with the group.
• The presenting teacher comments on any thing surprising, or unexpected things that she heard during the The presenting teacher comments on any thing surprising, or unexpected things that she heard during the
describing, questioning, and speculating phases.describing, questioning, and speculating phases.
6. Discussion of teaching/ learning
• All participants share their thoughts about their teaching and children’s learning, and consider possible All participants share their thoughts about their teaching and children’s learning, and consider possible
teaching moves to encourage or challenge the particular child.teaching moves to encourage or challenge the particular child.
• The participants react and/or reflect on the conference as a whole or particular parts of it.The participants react and/or reflect on the conference as a whole or particular parts of it.
• The presenting teacher is acknowledged and thanked.The presenting teacher is acknowledged and thanked.
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Roles: a timekeeper/a facilitatorPreparation: In advance of the success analysis protocol meeting,
make a decision as a group about what the focus of your success analysis will be. It might be a meeting, a workshop, an assessment, an assignment, a lesson, a collaborative group process, etc.
STEPS FOR SUCCESS ANALYSIS PROTOCOL• Reflect on and write a short description of the "Best Practice" of
your _________. Note what it is about the practice that makes it so successful. (5 minutes)
• In groups of 4, the first person shares his/her "Best Practice" and why it is so successful. (3‑5 minutes)
• The group of 4 discusses how this practice is different than other practices they know about. (3‑5 minutes)
• Each of the other three members of the group his/her "Best Practice" and why it is so successful, followed by a group discussion analyzing how this practice differs from other practices. (Each round should take 6‑10 minutes)
• The small group discusses what was learned by the analysis and what are the implications for other work. (10 minutes)
• Debrief the protocol and write four ''Best Practice" headlines on one piece of chart paper. (5 minutes)
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Development:Development:
Have students had the chance to learn what they need in order to do the assignment well? Have students had the chance to learn what they need in order to do the assignment well? Do students have enough time to do well on the assignment?Do students have enough time to do well on the assignment?
Demand:Demand:
Is the assignment challenging? Would doing this assignment help a student to reach or Is the assignment challenging? Would doing this assignment help a student to reach or surpass the standards? Are the directions clear? surpass the standards? Are the directions clear?
Engagement:Engagement:
Is the assignment designed and set up in a way that will interest and motivate students Is the assignment designed and set up in a way that will interest and motivate students (without lowering expectations, making the work “cute,” or wasting students’ time on busy (without lowering expectations, making the work “cute,” or wasting students’ time on busy work)?work)?
Excellence:Excellence:
Do students have access to examples of work that will indicate what good work looks like? Do students have access to examples of work that will indicate what good work looks like? Do students have rubrics and/or criteria that can inform their working to meet the standards? Do students have rubrics and/or criteria that can inform their working to meet the standards? Is the work “good enough?” Have you been clear about what is “good enough?”Is the work “good enough?” Have you been clear about what is “good enough?”
Response:Response:
Do students receive feedback that can help them to “go the next step” when they try a similar Do students receive feedback that can help them to “go the next step” when they try a similar assignment again?assignment again?
Revision:Revision:
Do students have the chance to revise their work to meet higher standards? What kind of Do students have the chance to revise their work to meet higher standards? What kind of help do they receive on their revisions?help do they receive on their revisions?Other Questions/Issues:Other Questions/Issues:
Strategy 1: Collaborative Design Step 1: Form the group (e.g., a grade level team or a
department) Step 2: Meet as a team Step 3: Decide which standard(s) to measure Step 4: Create a task or a series of tasks that will measure
the standard Step 5: Develop evaluative criteria/rubric
Strategy 2: Peer Review Process Step 1: Assemble a review team Step 2: Build trust Step 3: Establish ground rules Step 4: Review assessment questions/ tasks Step 5: Offer feedback and suggestions Step 6: Revise.
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“…Classroom, school, and district assessments should provide evidence of student understanding.”
Strategy 3:Take Test Step 1: Have all students complete the assessments
Strategy 4: Analyze Student Work Together Step 1: Reconvene the teams Step 2: Review the student work; describe the student work
on the question/task Step 3: Score the work Step 4: Select anchor papers Step 5: Discuss how to use student work to influence
decisions about instruction, curriculum, further assessments, and professional development planning
23
1. Begin with shared outcomes. The source could be state or national standards, district exit outcomes, or course goals. (This step is critical. It provides time for teachers to agree upon the highest priorities.)
2. Determine the timeframe/portion of content to be tested - could be at the end of a unit of study or at a pre-determined end of time such as a quarter or a semester. Many teams begin with a quarter assessment but some find the process easier to do with a unit of study.
3. Determine a map for the assessment that sets out the number and types (MC, OE, essay, etc.) of items. Teams could use a state assessment or a previously used assessment that worked well as a guideline.
24
…. “The format of the assessment should match the goals being assessed and the reason for assessing.”
4. Consider the level of difficulty. Once a team understands the standards they can begin to discuss issues of rigor and challenge. Some groups make the assessment for prerequisite courses more challenging while others are satisfied with the “minimum requirements.”
5. Determine items for the assessment. The team may construct/select/adapt items from other sources or create original items.
6. Finalize the items and develop an answer key. Consider where a rubric may be appropriate and provide one.
7. Compare the assessment to the map. The team may need to make adjustments to make sure the test is aligned with the state or national standards, district exit outcomes, the POS, or course goals.
25
8. Have everyone who administers the assessment "take" the final form.
9. Determine who will be responsible for sharing and printing documents and security of the exams.
10. Have students complete the assessment.
11. Score the assessment and select anchor papers.
12. Analyze and use the data from the common assessment to inform instructional decisions, curriculum planning, developing strong assessments and identifying professional development.
13. Debrief and determine any changes to make to the assessment or the process.
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1. Form a lesson study team.2. Focus the lesson study.
a. Can be a school wide goal or academic content goal for student
b. Choose a subject areac. Identify a unit or lesson.d. Ask “What do we want the students to know and be able
to do when this lesson is concluded?”
3. Plan the study lesson.4. Prepare for the observation.5. Teach and observe the lesson.6. Debrief the lesson.7. Reflect and plan the next steps.
27
See attached Tools for Schools.
Select planning team. Identify goals for student learning and
long term development.Design a “research” or “study” lesson that
will be observed. Collaboratively plan instruction designed to bring the goals to life.
28
One planning team member teaches the lesson while other team members observe and collect data on student thinking, learning, engagement, behavior, etc.
29
Share and analyze data collected at research or study lesson.
What is the evidence that goals for student learning and development were fostered?
What improvements to the lesson should be considered?
What improvements to instruction, more generally, should be considered?
30
If desired, refine and re-teach the lesson and study it again.
Revise and finalize the lesson/unit plan. Write a brief report that includes student data and reflections about what was learned.
Share the lesson/unit with all members of the team and other interested persons.
Other members of the team will teach the lesson/unit.
Debrief the experience and determine next steps.
31
Observers should take these actions while observing:
Make notes on individual student comments and conversations, noting the names of students.
Note situations in which students are collaborating or choosing not to collaborate.
Look for examples of how students construct their understanding through their discussion and activities.
Document the variety of methods that individual students use to solve problems, including errors.
32
Guidelines for Lesson Study Observations and Debriefingswww.rbs.org/currents/0502/guidelines.shtml
Was the goal clear? Did the activities contribute effectively to achieving the goal?
Was the flow of the lesson coherent and did it support students’ learning of the concept?
Were the problems and materials helpful in achieving the goal of the lesson?
Did the classroom discussions help promote student understanding?
Was the content of the lesson appropriate for students’ level of understanding?
33
Did the students apply their prior knowledge to understand the content of the lesson?
Did the teacher’s questions engage and facilitate student thinking?
Were students’ ideas valued and incorporated into the lessons? Did the lesson summary refer to students’ theories or ideas?
Was the lesson summary consistent with the lesson goal?
How could the teacher reinforce what the students learned during the lesson?
34
What is a rubric? ◦ Tool used to evaluate quality◦ Attributes and descriptions◦ Gradations of quality
35
◦Analytic◦Holistic◦Hybrids ◦Checklists
36
An analytic rubric:◦Details attributes.◦Defines levels of
quality on each attribute. Usually has an even
number of gradations. Forces decisions.
◦Has even spacing.◦Defines in terms of
what is present.
A holistic rubric:◦Assesses object
as a whole.◦All attributes
included in each gradation of quality.
37
Subject of Evaluation
Attributes Excellent Acceptable Unacceptable
Comments
38
3 PointsAll correct
• •
2 PointsMostly correct
• •
1 PointMostly incorrect
• •
0 PointsIncorrect
• •
39
1. Sequence levels in a continuum that supports instruction.
2. Order the levels of quality from the least developed to the most developed features written in clear terms.
3. Set the top level above the expected standard.
4. Include more bottom levels than top levels to assist instruction to the proficiency.
40Giselle Martin Kniep
5. Include and describe the targeted skills at each level.
6. Describe what is evident (not what is missing) especially at the lower levels.
7. Determine the number of levels that are necessary to discriminate performance. Choose between odd and even number of levels.
8. Avoid value terms or terms that depict “average-ness.”
41Giselle Martin Kniep
9. Avoid adjectives attached to a trait as the sole means of differentiating performance.
10. Use wording that reliably separates the performance of students or the level of quality with respect to meeting or not meeting the standard.
11. Keep the distance between levels of performance or quality equal.
42Giselle Martin Kniep
• Create a culture of inquiry • Build learning teams focused on data • Identify school wide leadership and department/ grade level learning teams
Ensure learning teams utilize a data analysis process
43
Data analysis is the process of collecting data about a system with the purpose of improving practice.
Data is not intended to blame anyone. Instead, it is aimed at understanding a system that avoids using precise information that can guide and inform better practice. Goal-setting that uses data to monitor progress can be a threatening endeavor. Preparation and ongoing training have often failed to provide staff with the ability or confidence to believe they can succeed. This insecurity hampers every staff member.
Schmocker, 1996
Schools that operate as professional learning communities use formative assessments on a frequent basis to ask,
• “Are students learning?”• “What steps must we take to address the needs of those
who have not learned?”• What steps must we take to address the needs of those who
exceed expectations?” 44
Which content skill are do our students struggle with the most?
Which students are most in need of improvement?
Where are they weakest?
Which instructional strategies lead to the most rapid rate of growth for different student groups?
LOGIC
LOGIC
LOGIC
LOGIC
DATA
DATA
DATA
DATA
The Data-Logic Chain: An Alternative Process for Improvement by Ann Conzemius and Jan O’Neil
Focus is on the individual classroom. • The first data discussion based upon student achievement should occur within
the first weeks of the school year. In this first conversation, individuals and teams set their big goals for the year.
• During administrator/teacher conversations, the focus is on accountability and support.
• If a teacher leader and teacher are having the conversation, the focus is on support.
All conversations are grounded in support for student learning.
46
Adapted, Doug Reeves and Cindy Harrison
FACILITATE … Conversation about overall student levels of performance. Conversation on the performance of students as
disaggregated by gender, ethnicity, ELL level, disability, poverty, etc.
Conversation about patterns in individual student growth. Discussion about students or groups of students not
making growth, interventions that have been used, and possible next steps.
Discussion about students or groups of students exceeding expectations, support and acceleration activities that have been used, and possible next steps.
Discussion of instructional strategies used that resulted in different outcomes.
47
Adapted, Doug Reeves and Cindy Harrison
Step 1: Collect and chart data Step 2: Analyze Strengths and ObstaclesStep 3: Write your SMART GoalStep 4: Identify Instructional StrategiesStep 5: List indicators for the results
expected for each strategyStep 6: Discuss Assessment Results by
Grade Level/Content Area, Teacher, Classroom and Individual Classes
48
Adapted, Doug Reeves and Cindy Harrison
Guidelines for Principals–De-privatize practice
• provide opportunities for teachers to co-teach, meet in one another’s classroom, peer coach, participate in learning walks, etc.
–Model instructional leadership and learning–Build capacity of teacher leaders to facilitate
this work–Grow other leaders–Divert the distracters –Be a system leader
Adapted from Michael Fullan, 2008
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Guidelines for Systems (the work of the Superintendents and Boards of Education)
– Establish a new shared vision for professional development– Work with your teachers’ association to make agreements
about the PLC work and how you will schedule time for the work
– Invest in the instructional leadership of principals– Combine direction and flexibility– Mobilize the power of data– Use peers to influence/change district and school culture– Address the managerial requirements (Think TIME)– Invest in the capacity of teacher leaders to facilitate the work– Stay the course Adapted from Fullan, 2008
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Getting Started Sharing Knowledge and Skills
Maintaining the Momentum
Communicating Turning data into useful information
Determining priorities
Building trust Using standards as a benchmark
Problem solving
Creating time Assessing for instruction Eliminating distractions and competing influences
Establishing norms Setting goals (measurable) Monitoring progress
Building consensus Creating a focus on results Celebrating success along the way
Developing collaborative teams
Researching evidence-based practices
Providing resources Sharing instructional strategies
Focusing on student learning
Examining student work
Understanding change Expanding options (seeking outside assistance, if needed)
Overcoming resistance Creating a cycle of continuous improvement
Work with teachers’ association to develop plan
Determining excellence
• Specifically, what will you DO? DIFFERENTIATE GROUPS BASED UPON WHERE
YOU ARE RIGHT NOW IN THE PLC PROCESS (e.g., Design, Implementation, Expansion, Support, Evaluation, ________)
• Table groups use chart paper and markers to create a journey map or flow chart to show possible pathways to extend your PLC efforts.
• Post charts. • Learn with and from one another.
• Compare maps for similarities and differences.• What conclusions are you drawing?
• Define your PERSONAL next steps.
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TASK TALENT TIMELINE
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