CLASSROOM FORMATIVE ASSESSMENT FOR COACHES AND ADMINISTRATORS DAY ONE

1. We will be able to describe the very big picture for the district and for our school: how classroom formative assessment connects with everything we do, including but not limited to:

The 27J Instructional Model PLCs PSTs Professional development Staff meetings

SIP PBS Professional growth plans Teacher evaluation Grading and reporting

2. We will start thinking about change in the district and in schools, and explore constructs that may help us with planning and execution.

7:30 Refreshments

8:00 Introduction

1. Norms for the day2. The target3. History and background

a. ELTsb. 27J Instructional Modelc. CFA

8:30 Webbing activity: making connections to classroom formative assessment

8:50 Gallery Walk

9:00 Reflection

9:30 Break

9:45 Moving toward a district-wide vision for good instruction

1. Change begins with me

10:15 2. Tacit knowledge is important

10:45 3. Feedback is crucial

11:15 4. Success and confidence are inextricably linked

11:45 Lunch

12:30 The mock classroom

3:00 Debrief, reflection, implications for next steps

3:30 Dismiss

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STUDENT ACHIEVEMENT PLAN

07-08 08-09 09-10 10-11 11-12 12-13

Cu

rric

ulu

m

- Curriculum Committees write ELTs

- Monitor viability

- Begin vertical articulation

- Deconstructing Success Criteria and matching with instructional materials

- Continue revision of ELTs

o Reading

o Math

o Writing

- Continue revision of ELTs

o Science

o Health

o Social studies

- Continue revision of ELTs

o World Languages

o Art

o PE

o Music

o Technology

Inst

ruct

ion

- Introduction of Instructional Model and CASL

- Making connection between Instructional Model, Classroom Assessment for Student Learning, and Seven Strategies

- Focus on clarity of target

- Implement Reader’s Journey

- Focus on using exemplars and descriptive feedback

- [Begin progress monitoring?]

- Setting goals

- Progress monitoring

- 5, 6, 7? -

Inte

rven

tio

n

- Implement R180 - Plan replacement of Compass

- Redesign support services (align with interventions, progress monitoring, and instructional model)

- Implement support service redesign (link to redesign in 09-10 and problem-solving model)

- -

Co

llab

ora

tio

n - Write ELTs - Work with departments on clarity of target

- Build capacity for data-driven conversations throughout the organization

- Build connection between data-driven dialogue and interventions

- -

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Ass

essm

ent

- Develop assessment framework

- Develop mega-spreadsheet

- Problem-solving model design

- Implement problem-solving model

- Write common assessments

o Reading

o Writing

o Math

- - Task force on grading and reporting

Lea

der

sh

ip

- Communicate vision for ELTs as goal for all students and Instructional Model as vehicle for implementation

- Vision of good instruction

- Communicate importance of clarity of target

- Link between Instructional Model and CFA

- Learning walks

- Monitor clarity of target

- Communicate importance of students monitoring own comprehension

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Pro

fess

ion

al D

evel

op

men

t

- Cohort of key staff trained in Classroom Assessment for Student Learning

- All building faculties exposed to ELTs and Instructional Model

- LETRS

- New Teacher Network

- Tools for Teaching

- CFA training for

o Early adopters

o A Team

o Leadership teams

o Common Assessment

Leadership Team

- Establish learning labs

- LETRS

- Instructional Assistant Training

- CFA training for

o ELL

o Special education

o Career and Tech

Education

- Tech tools and systems to support CFA

- LETRS

- PLCs/use of common assessments

- Additional training for Common Assessment Leadership Team

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- -

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WEB

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REFLECTION

I was surprised by…

The strongest component of our web was…

I’m not sure how to connect…

My next action may be…

I wish I could get a good answer to these questions…

I want to ask the teachers I work with…

If only…

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CHANGE

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NONAKA’S KNOWLEDGE CONVERSION AND THE KNOWLEDGE SPIRAL

ToTacit knowledge Explicit knowledge

From

Tacit knowledge

SocializationSympathized knowledge

ExternalizationConceptual knowledge

Explicit knowledge

InternalizationOperational knowledge

CombinationSystemic knowledge

The four modes of knowledge conversion and the knowledge spiral (Nonaka, 2007). Diagram by Wiliam (2008).

THE SPIRAL OF KNOWLEDGE

FROM TACIT TO TACIT: SOCIALIZATION

When one individual shares knowledge with another through modeling, observation, imitation, and practice.

FROM TACIT TO EXPLICIT: EXTERNALIZATION

When someone analyzes tacit knowledge and formalizes it into a description, a set of rules, a theory, or principles.

FROM EXPLICIT TO EXPLICIT: COMBINATION

When someone shares explicit knowledge, through a presentation, a publication, or instruction.

FROM EXPLICIT TO TACIT: INTERNALIZATION

When someone takes explicit knowledge that has been shared and uses it as the basis for the development of one’s own tacit knowledge

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Dialogue

Networking

Learning by doing

Sharing experience

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FEEDBACK-SEEKING BEHAVIOR“Many studies have found that proactive feedback seeking is an important individual resource for employees. Feedback seeking enables employees to clarify their role expectations, evaluate the adequacy and appropriateness of their work behavior, and improve their performance.” (VandeWalle, Ganesan, Challagalla, & Brown, 2000)

“If feedback is an information resource making possible the realization of various goals, the perceived importance of attaining a given goal will affect its perceived value.” (Ashford, 1986)

FACTORS THAT PROMOTE FACTORS THAT SUPPRESS

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CONFIDENCE

Excerpt from Kanter (2006)

CYCLES OF CONFIDENCE

On the way up, success creates positive momentum. People who believe they are likely to win are also likely to put in the extra effort at difficult moments to ensure that victory. On the way down, failure feeds on itself. As performance starts running on a positive or a negative path, the momentum can be hard to stop. Growth cycles produce optimism, decline cycles produce pessimism. These dispositions help predict the recovery of problem-ridden businesses, low-performing urban schools, or even patients on their deathbeds. We encapsulate this in slogans. When people of groups are “on a roll,” they go “from strength to strength.” “Losers,” on the other hand, seem doomed always to lose, because no one believes in them, no one invests in them, no one helps them improve. That’s how the rich get richer and the poor get poorer—or the sick get sicker, the vulnerable become victims, and things start looking run-down because momentum is running down…

As patterns develop, streaks start to run on their own momentum, producing conditions that make further success or failure more likely. Winning creates a positive aura around everything, a “halo” effect that encourages positive team behavior that makes further wins more likely. Winning makes it easier to attract the best talent, the most loyal fans, the biggest revenues to reinvest in perpetuating victory. Losing has a repellent effect. It is harder for the team to bond, harder for it to attract new talent, easier for it to fall behind. Winners get the benefit of the doubt. Losing breeds qualms. In the midst of a winning streak, winners are assumed to have made brilliant moves when perhaps they were just lucky. In the midst of a losing streak, if losers eke out a victory, sometimes they are assumed to have cheated.

In short, confidence grows in winning streaks and helps propel a tradition of success. Confidence erodes in losing streaks, and its absence makes it hard to stop losing.

CONFIDENCE AND SELF-FULFILLING PROPHECIES

Confidence consists of positive expectations for favorable outcomes. Confidence influences the willingness to invest—to commit money, time, reputation, emotional energy, or other resources—or to withhold or hedge investment. This investment, or its absence, shapes the ability to perform. In that sense, confidence lies at the heart of civilization. Everything about an economy, a society, an organization, or a team depends on it. Every step we take, every investment we make, is based on whether we feel we can count on ourselves and other to accomplish what has been promised. Confidence determines whether our steps—individually or collectively—are tiny and tentative or big and bold…

It is human nature to set expectations based on assumptions about whether conditions seem to be improving or deteriorating, about whether the game can be won or will inevitably be lost. We seek patterns and trends even in events that are random, like gamblers who believe that when they hold a few good, hands of cards, they must be “hot,” and that the next hands will be equally good. And for nonrandom activities where human effort and skill make a difference, success and failure easily become self-fulfilling prophecies.

Failure and success are not episodes, they are trajectories. They are tendencies, directions, pathways. Each decision, each time at bat, each tennis serve, each business quarter, each school year seems like a new event, but the next performance is shaped by what happened last time out, unless something breaks the streak. The meaning of any particular event is shaped by what’s come before.

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WINNING STREAKS AND LOSING STREAKS

Illustrate the principles behind winning streaks and losing streaks with stories from your own and others’ experiences.

ME

STUDENT(S) I’VE WORKED WITH

A TEACHER OR COLLEAGUE I’VE WORKED WITH

A TEAM

A SCHOOL

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TRANSFER

(Fogarty & Pete, 2004)

OVERLOOK

Miss appropriate opportunities, overlook, persist in former ways, ignore

DUPLICATE

Perform the drill exactly as practiced, use with no changes, copy

REPLICATE

Tailor to my content, customize, apply in similar situations

INTEGRATE

Combine with other ideas and situations, use with a raised consciousness

STRATEGIZE

Carry the strategy to other content, bridge, associate, map

INVENT

Innovate, take ideas beyond the initial concept, risk, diverge, invent

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REFERENCES

Ashford, S. (1986). Feedback-seeking in individual adaptation: A resource perspective. The Academy of Management

Journal, 29(3), 465-487.

Fogarty, R., & Pete, B. (2004). A Look at Transfer: Seven Strategies That Work: Corwin Pr.

Ingham, & Luft. Johari Window Retrieved November 13, 2009, from

http://www.businessballs.com/johariwindowmodeldiagramportrait.pdf

Kanter, R. (2006). Confidence: How winning streaks and losing streaks begin and end. New York: Three Rivers Press.

Nonaka, I. (2007). The knowledge-creating company. Harvard Business Review, 85(7, 8), 162-171.

VandeWalle, D., Ganesan, S., Challagalla, G., & Brown, S. (2000). An integrated model of feedback-seeking behavior:

Disposition, context, and cognition. Journal of Applied Psychology, 85(6), 996-1003.

Wiliam, D. (2008). What should education research do, and how should it do it? Educational Researcher, 37(7), 432-438.

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