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TRANSCRIPT
1!
ASDN Webinar Series Session 3 Examining Student Work as a Professional Learning Practice
October 21, 2010
Al Bertani, Leadership Development Consultant!Chicago, Illinois!
Session Outline
!! Connecting Student Learning and
Teacher Learning
!! Protocols for Examining Student Work
!! Deciding Where to Start – Focusing on
Student Work and Growing Your PLC
2!
Session Reading
Reading:
Examining Student Work; Ruth
Mitchell; Journal of Staff
Development; National Staff
Development Council; Summer
1999
Connecting Student Learning
And Teacher Learning
3!
Essential Supports for
Improving Student Learning
The Essential Supports for School Improvement; Consortium on Chicago School
Research; University of Chicago; September 2006
1.! Leadership Acting as a Catalyst for Change
2.! Parent - Community Ties
3.! Student-Centered Learning Climate
4.! Professional Capacity
5.! Ambitious Instruction
Framework of the Essential Supports and Contextual
Resources for School Improvement
4!
Essential Supports for
Improving Student Learning
The Essential Supports for School Improvement; Consortium on Chicago School
Research; University of Chicago; September 2006
Impact of the Essential Supports
“We found that schools strong in most of the essential supports were at least ten times more likely than schools weak in most of the
supports to show substantial gains in both
reading and mathematics.”
Whole-Faculty Study Groups (WFSG) is a proven design, grounded in what educators know about collaborative learning. Research concludes that students learn more in schools where teachers are engaged in professional learning communities and work collaboratively on student needs that have been identified through data analysis. WFSG’s give teachers and administrators latitude to invent local solutions most relevant to their students’ needs. Drawn from Powerful Designs for Professional Learning; Edited by Lois Brown Easton; National Staff Development Council; 2004
5!
A New Vision for Staff Development
Adapted from A New Vision for Staff
Development, Sparks and Hirsh, ASCD/
NSDC, 1997.
Protocols For
Examining Student
Work
6!
The “BIG PICTURE”
of
Alignment
Goals
Standards
Benchmarks
Performance Descriptors
Assessment Framework
K R S P K R
S P K R S P K R
S P K R S P
Determine Targets
Knowledge
Reasoning
Skills
Product
: :
progressing toward mastering a standard .
Design or Select Assessment Method
Plan the Lesson
Communicate the Target
Deliver the Lesson
Assess the Learning
p. 27
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13!
Examining Student Work - Purposes
"! Compare, confirm and adjust judgments about what constitutes evidence of learning
"! Collaborate to determine what various levels of achievement look like
"! Identify learning and learning gaps
Teacher Moderation
14!
Examining Student Work – Outcomes
"! Honest dialogue
"! Shared interpretations of standards
"! Accurate, equitable, consistent, and reliable assessment practices
"! Improve assessment understandings and increase confidence
Teacher Moderation
8!
15!
Examining Student Work – Next Steps
"! Planning for the instructional block
"! Planning with the end in mind
"! Planning interventions to better meet the needs of individual students
Teacher Moderation
16!
Examining Student Work – Next Steps
"! Planning for the instructional block
"! Planning with the end in mind
"! Planning interventions to better meet the needs of individual students
Teacher Moderation
9!
17!
Examining Student Work – Conditions
Working with your several of your team mates (3 – 4), identify what created the conditions for productive conversations about student work. Think about…
"! Structural Conditions
"! Social and Human Resource Conditions
Teacher Moderation
18!
Examining Student Work – Conditions for Relational Trust
#! Focus on student work
#! Common vocabulary and understandings
#! Collective focus on student achievement
#! Deepen content knowledge
#! Safe environment
#! Use of norms
Teacher Moderation
10!
Standards in Practice (SIP) is a process to
ensure that what students learn is aligned with
standards. Built on the practice of examining student work, it builds an environment
Focusing on high standards for all students
and accelerates gains by low-income children
and children of color.
Drawn from Examining Student Work – Journal of Staff Development; National Staff
Development Council; 1999
Step 1 Teams meet regularly at the school- site
weekly or every other week for 1 – 2 hours.
Volunteer teachers bring a set of student work and teacher assignments to the meeting. Group
members consider doing the assignment.
Step 2 Team members identify the local, state, or
national standards that align with the assignment. Reinforces the alignment issues
between curriculum, assignments, and
assessments.
Drawn from Examining Student Work – Journal of Staff Development; National Staff
Development Council; 1999
11!
Step 3 Teams (without looking at the student work)
construct a scoring guide – Range 4 – 1. Guide
should be tailored to the assignment describing what the teams wants to see as successful
work. Quality of work is extremely important.
Step 4 Team uses the scoring guide to assess the
student work. Team members must confine their comments to the sample of student work.
The focus is on an objective assessment of the
student work.
Drawn from Examining Student Work – Journal of Staff Development; National Staff
Development Council; 1999
Step 5 Team members analyze the quality of the work
and the assignment. If students have low
scores, and the assignment is basically sound, it
may require re-teaching. If the assignment was
muddled, poorly targeted, or didn’t challenge the
students, it may have to be rewritten, enhanced,
or even replaced.
Step 6 Team members summarize what happened
during the working session and makes an action
plan for what needs to change. Keeping
records over the year will produce a document
that tracks changes in teacher practice.
Drawn from Examining Student Work – Journal of Staff Development; National Staff
Development Council; 1999
12!
Deciding Where To Start
Focusing On Student Work
To Grow Your PLC
24!
Her Majesty’s Inspectors – England, U.K.
Drawn from The Power of Protocols; Teachers College Press; 2007
Protocol Advice
Purpose $! Examine student work in a non-threatening way $! Introduce the collaborative examination of student work $! Establish a process (protocol) for examining student work
Details $! Usually takes 30 – 45 minutes; Can involve 3 – 8 people $! Works best when people know one another $! Chairs arranged in a circle $! Requires 2 – 3 samples of student work
Tips $! Create an unhurried, reflective space for discussion $! Press for depth by expanding responses $! Produces opportunities to build on the observations of others $! Requires the skillful leadership of a facilitator
13!
25!
Steps in the Protocol Process – What Comes Up…
Drawn from The Power of Protocols; Teachers College Press; 2007
Step 1 Presentation – Facilitator presents the work - read aloud; posted on the wall, or
circulated; Team members listen, look, and read (5 minutes)
Step 2 Question – Facilitator poses the question: “What comes up for you when you
examine this piece of student work?” Participants have think time (2 minutes)
Step 3 Round of Responses – Facilitator invites contributions calling on people in turn
going around the circle. No one may speak out of turn. No one may repeat an
observation. Facilitator decides if a second round is warranted. (10 minutes)
Step 4 Conversation – Facilitator invites open conversation based on the observations
from the Round of Responses. Questions can be generated. (15 minutes)
Step 5 Repeat – Time permitting – the process can be repeated with another piece of
student work.
26
Assessment FOR Learning…
As you view this short video clip, reflect on the assessment practices utilized at your grade level, within your department, and across the school… Consider the following:
1.! Are they on-going and varied? 2.! How well do they inform instruction? 3.! Are they precise and timely? 4.! Do they provide an accurate analysis of learning? 5.! Are there agreements about the evidence of learning? 6.! Are there common understandings about the language of
assessment? 7.! Is there consistency in assessment practices? 8.! Do your practices use pre-determined criteria? 9.! Are your assessments fair, valid, and consistent?
14!
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What is the Assessment Culture?
Category/Question 4 3 2 1
1. Are your assessment practices on-going and varied? 4 3 2 1
2. How well do your assessment practices inform instruction? 4 3 2 1
3. How precise and timely are your assessment practices? 4 3 2 1
4. Do your assessment practices produce an accurate analysis of learning? 4 3 2 1
5. Are there agreements about the evidence of learning? 4 3 2 1
6. Are there common understandings of the language of assessment? 4 3 2 1
7. Is there consistency in assessment practices? 4 3 2 1
8. Do your assessment practices use pre-determined criteria? 4 3 2 1
9. Are your assessments fair, valid, and consistent? 4 3 2 1
Homework Assignment for November 11, 2010 – Complete this Survey
And e-mail it to [email protected] by November 8, 2010.
Thank You for Your
Participation If you would like additional information,
please feel free to contact:
Al Bertani, Independent Consultant
155 N. Harbor Drive – Suite 3102
Chicago, Illinois
312-505-1450
Please remember to blog with me
at: http://rapps-asdn.blogspot.com/