Our Leadership Journey

Cynthia CuellarAstrid Fossum

Janis FreckmanConnie Laughlin

Session Goals Understand the connection in our

“leadership” sessions.

Reflect on the leadership journey and the connections to the PRIME document.

Recognize leadership growth in yourself and as a “collective whole.”

The Focus of LeadershipPRIME Document Assessment for Learning vs. Assessment of

LearningSystems ThinkingImplementation StrategiesConcerns Based Adoption Model (CBAM)Dissemination StrategiesLesson Planning with Formative Assessment

Stages of Leadership Action

Stage 1: Know & ModelLeadership of Self

Stage 3: Advocate & Systematize

Leadership in theExtended Community

Stage 2: Collaborate & Implement

Leadership of Others

NCSM (2008). Principles and Indicators for Mathematics Education Leaders (PRIME).

Assessment PrinciplesIndicator 1 I use student assessments that are congruent and align by grade level or course content.Indicator 2 I use formative assessment practices to inform teacher practices and student learning.

PRIME Document

Inside the Black Box: Raising Standards through Classroom

AssessmentBy Paul Black and Dylan Wiliam

The following 5 quotes are from the article Inside the Black Box: Raising Standards through Classroom Assessment. Read all of the quotes and choose one to share with your triad partners. Reflect on the meaning of the quote and the implications for supporting student achievement in mathematics.

Example:1) Assessment refers to all activities undertaken by teachers and their

students that provide information to be used as feedback to modify teaching and learning activities. Assessment becomes formative when the evidence is actually used to adapt the teaching to meet student needs.

Our Assessment Future:Comparing Assessment of and for

Learning R. Stiggins video clip

Assessment for Learning Assessment of Learning

Distinctionbetween Assessmen

tsystems

Focus of assessmen

t on State Standard

Teacher’s Role

Student’s Role

Student motivation

In what ways did the barn raising scene reflect a working system?

What were the parts?

In what ways did the parts interact to function purposefully as a whole?

Alignment of the Principles of Formative Assessments to the Learning Team Continuum of Work for Mathematics

Principles of A

ssessment for L

earning

(1) Prior to teaching, teachers study and can articulate the math concepts students will be4 learning.

(2) Teachers use student-friendly language to inform students about the math objective they are expected to learn during the lesson.

(3) Students can describe what mathematical ideas they are learning in the lesson.

(4) Teachers can articulate how the math lesson is aligned to district learning targets, state standards and classroom assessments (CABS), and fits within the progression of student learning.

(5) Teachers use classroom assessments that yield accurate information about student learning of math concepts and skills and use of math processes.

(6) Teachers use assessment information to focus and guide teaching and motivate student learning.

(7) Feedback given to a student is descriptive, frequent, and timely. It provides insight on a current strength and focuses on one facet of learning for revision linked directly to the intended math objective.

(8) Students actively and regularly use descriptive feedback to improve the quality of their work.

(9) Students study the criteria by which their work will be evaluated by analyzing samples of strong and weak work.

(10) Students keep track of their own learning over time (e.g., journals, portfolios) and communicate with others about what they understand and what areas need improvement.

Learning T

eam C

ontinuum

Stage 1Learning Targets

Stage 2Align State

Framework and Math Program

Stage 3Common CABS

Stage 4Student Work on

CABS

Stage 5Descriptive Feedback

on CABS

Understand importance of

identifying and articulating big ideas

in mathematics to bring consistency to a

school’s math program.

Develop meaning for the math embedded in

the targets and alignment to state

standards and descriptors and to the

school’s math program.

Provide a measure of consistency of student

learning based on standards/descriptors

and targets.

Examine student work to monitor

achievement and progress toward the

targets and descriptors.

Use student work to inform instructional

decisions, and to provide students with

appropriate descriptive feedback.

Principles of Assessment for Learning

Implementation Strategies Guideline 1: Focus on the System, Not the

People Guideline 3: Expect the System to Resist

Interventions Meant to Disrupt the Stability of the Current System

Guideline 4: Evaluate the System According to the Organization’s Core Values

Types of Dissemination Strategies

Implementation Training, assistance, and support for using a new program or practices.Outcome goal : Systemic

Exchange Sharing information, materials, or perspectives, related to refining practices or ideas; when information ,products, or observations are shared.

Outcome goal : Engagement

Spread One way of broadcasting information to increase awareness.

Outcome goal: Knowledge

Lesson Planning with Formative Assessment Principles Date: ______________ Grade: ______________ Lesson: ______________

Part 1: Selecting and Setting Up a Mathematical Task This part contains four critical components that need to be considered when selecting and setting up a mathematical task.

Part 2: Supporting Student Exploration of the Task In this section, construct three questions that will develop the mathematics of the lesson. Be sure to consider the Depth of Knowledge to develop the questions. These questions could be used with students individually or in small groups.

Part 3: Summarizing the Mathematics In this section, construct a question that focuses on orchestrating a whole group discussion of the task that uses different solution strategies produced by the students that highlight the mathematics of the lesson.

1. Important Mathematics to Develop: 2. Learning Target & Descriptors: 3. Lesson Objective in Student Friendly Language: 4. Success Criteria:

Q1. Access background knowledge: Q2. Develop understanding of the mathematics by pushing student reasoning: Q3. Summarize the important mathematics in the lesson. This should tie back to the success criteria.

Q. Summarize the important mathematics in the lesson as a whole class discussion. This should tie back to the success criteria.

Poster Activity

As a table create a poster with 3 big ideas from

your assigned topic hang up completed poster

Whole group debrief

Linking PRIME Assessment Indicator #2 and the Learning

Team ContinuumAlignment of the Principles of Formative Assessments

to the Learning Team Continuum of Work for Mathematics

Principles of A

ssessment for L

earning

(1) Prior to teaching, teachers study and can articulate the math concepts students will be4 learning.

(2) Teachers use student-friendly language to inform students about the math objective they are expected to learn during the lesson.

(3) Students can describe what mathematical ideas they are learning in the lesson.

(4) Teachers can articulate how the math lesson is aligned to district learning targets, state standards and classroom assessments (CABS), and fits within the progression of student learning.

(5) Teachers use classroom assessments that yield accurate information about student learning of math concepts and skills and use of math processes.

(6) Teachers use assessment information to focus and guide teaching and motivate student learning.

(7) Feedback given to a student is descriptive, frequent, and timely. It provides insight on a current strength and focuses on one facet of learning for revision linked directly to the intended math objective.

(8) Students actively and regularly use descriptive feedback to improve the quality of their work.

(9) Students study the criteria by which their work will be evaluated by analyzing samples of strong and weak work.

(10) Students keep track of their own learning over time (e.g., journals, portfolios) and communicate with others about what they understand and what areas need improvement.

Learning T

eam C

ontinuum

Stage 1Learning Targets

Stage 2Align State Framework

and Math Program

Stage 3Common CABS

Stage 4Student Work on

CABS

Stage 5Descriptive Feedback

on CABS

Understand importance of

identifying and articulating big ideas

in mathematics to bring consistency to a

school’s math program.

Develop meaning for the math embedded in

the targets and alignment to state

standards and descriptors and to the

school’s math program.

Provide a measure of consistency of student

learning based on standards/descriptors

and targets.

Examine student work to monitor

achievement and progress toward the

targets and descriptors.

Use student work to inform instructional

decisions, and to provide students with

appropriate descriptive feedback.

Principles of Assessment for Learning

Matching the two documents• Individually, reread Assessment Indicator #2 – Stage

1: Leadership of Self and Stage 2: Leadership of Others sections

• Take notes, carefully recording important phrases and ideas that will be used in a group discussion

• Match these phrases to the Principles of Assessments for Learning and the Learning Team Continuum

Self Evaluation Rubric for PRIME Assessment Leadership Review your rubric from September Adjust your rubric using the word “MAY”

Complete the open ended response question. Reflect on your biggest area of leadership growth for this school year.

Table/Large group debrief

Reflect on your biggest area of leadership growth for this school year.

For you:

For your staff: