TM

EXPERIENCE

THE

Our mission is to advance and support the use of

proven formative instructional practices that accelerate

student learning.

Formative Instructional

Practices

Focused on the intentional use of

assessments in the teaching and learning process

Centered on student learning

Grounded in research and validated by

experts

Intentional Approach to

Change

Supports the change process

by defining implementation

pathways

Identifies the right levers to promote

change

Makes a lasting impact

on school culture

Effective Delivery Systems

Use a blended learning approach to merge online

learning with educator action

Build a regional network

of support and online

communities

Support high-quality professional

development grounded in

research

Formative Learning System

Requires an explicit system-wide commitment

to use and model formative

instructional practices daily

Ensures that formative

instructional practices are visible

throughout the school

Clarifies each stakeholder’s role

in the system

Represented by four core components

© 2012, Battelle for Kids. All Rights Reserved.

© 2012, Battelle for Kids. All Rights Reserved. – DRAFT

FORMATIVE LEARNING SYSTEM CHART

Formative Instructional Practices What School Leaders Do What Coaches Do What Teachers Do What Learners Do

Clear Learning Targets

• Ensure that teachers understand the learning targets for formative instructional practices.

• Ensure his or her own understanding of learning targets by deconstructing standards and creating student-friendly learning targets with colleagues.

• Articulate what the learning target is and what they need to do to meet or master it.

Collecting and Documenting

Evidence of Student Learning

• Work with teachers to collect and document evidence of learning.

• Collect evidence that is an accurate reflection of learning—this starts with making sure that the assessment methods being used are a “good/strong match” for the learning targets being assessed.

• Track their own learning by learning target.

Analyzing Evidence and

Providing Effective Feedback

• Provide teachers with effective feedback about the formative instructional practices they are working on.

• Provide learners with effective feedback—success and/or intervention feedback.

• Act on effective feedback given to them by others.

Student Ownership

of Learning

• Promote teacher self-assessment, peer feedback, and self-reflection about teacher practices.

• Teach learners to analyze their own work and the work of their peers—including the use of rubrics and examples of strong and weak work.

• Track, reflect on, and share their learning with others.

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1 Teachers understand student learning and development and respect the diversity of the students they teach.

• Teachers display knowledge of how students learn and of the developmental characteristics of age groups.

• Teachers understand what students know and are able to do and use this knowledge to meet the needs of all students.

• Teachers expect that all students will achieve to their full potential.

• Teachers model respect for students’ diverse cultures, language skills and experiences.

• Teachers recognize characteristics of gifted students, students with disabilities and at-risk students in order to assist in appropriate identification, instruction and intervention.

2 Teachers know and understand the content area for which they have instructional responsibility.

• Teachers know the content they teach and use their knowledge of content-area concepts, assumptions and skills to plan instruction.

• Teachers understand and use content-specific instructional strategies to effectively teach the central concepts and skills of the discipline.

• Teachers understand school and district curriculum priorities and the Ohio academic content standards.

• Teachers understand the relationship of knowledge within the discipline to other content areas.

• Teachers connect content to relevant life experiences and career opportunities.

3 Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning.

• Teachers are knowledgeable about assessment types, their purposes and the data they generate.

• Teachers select, develop and use a variety

of diagnostic, formative and summative assessments.

• Teachers analyze data to monitor student progress and learning, and to plan, differentiate and modify instruction.

• Teachers collaborate and communicate student progress with students, parents and colleagues.

• Teachers involve learners in self-assessment and goal setting to address gaps between performance and potential.

4 Teachers plan and deliver effective instruction that advances the learning of each individual student.

• Teachers align their instructional goals and activities with school and district priorities and Ohio’s academic content standards.

• Teachers use information about students’ learning and performance to plan and deliver instruction that will close the achievement gap.

• Teachers communicate clear learning goals and explicitly link learning activities to those defined goals.

• Teachers apply knowledge of how students think and learn to instructional design and delivery.

• Teachers differentiate instruction to support the learning needs of all students, including students identified as gifted, students with disabilities and at-risk students.

• Teachers create and select activities that are designed to help students develop as independent learners and complex problem-solvers.

• Teachers use resources effectively, including technology, to enhance student learning.

5 Teachers create learning environments that promote high levels of learning and achievement for all students.

• Teachers treat all students fairly and establish an environment that is respectful, supportive and caring.

• Teachers create an environment that is physically and emotionally safe.

• Teachers motivate students to work productively and assume responsibility for their own learning.

• Teachers create learning situations in which students work independently, collaboratively and/or as a whole class.

• Teachers maintain an environment that is conducive to learning for all students.

6 Teachers collaborate and communicate with students, parents, other educators, administrators and the community to support student learning.

• Teachers communicate clearly and effectively. • Teachers share responsibility with parents and

caregivers to support student learning, emotional and physical development and mental health.

• Teachers collaborate effectively with other teachers, administrators and school and district staff.

• Teachers collaborate effectively with the local community and community agencies, when and where appropriate, to promote a positive environment for student learning.

7 Teachers assume responsibility for professional growth, performance and involvement as an individual and as a member of a learning community.

• Teachers understand, uphold and follow professional ethics, policies and legal codes of professional conduct.

• Teachers take responsibility for engaging in continuous, purposeful professional development.

• Teachers are agents of change who seek opportunities to positively impact teaching quality, school improvements and student achievement.

Section Two: Ohio Standards for the Teaching Profession

Patterson, K., Grenny, J., Maxfield, D., McMillan, R., & Switzler, A. (2007). Influencer: the power to change anything. New York: McGraw-Hill.

USING THE SIX SOURCES OF INFLUENCE TO LEAD CHANGE Directions: Using the table below, review the suggested change strategies (labeled A thru F) and discuss which of the six sources of influence is being addressed. Write the letter of the change strategy in the appropriate box of the Influencer table. Use the questions in each box to guide your thinking.

Level Motivation Ability

Personal

Is it worth it? Can I do it?

Social

How can my colleagues motivate me?

How can my colleagues help me?

Structural

How can my environment motivate me?

How can my environment help me be

successful?

Change Strategies

A. Organize a back-to-school formative instructional practices retreat to appeal to each teachers’ desire to be more successful.

B. Have teachers share and discuss examples of strong and weak work to better clarify learning targets for their students.

C. Schedule bi-weekly PLT meetings focused on formative instructional practices and periodic learning retreats to work intensively on deconstructing standards and assessment design.

D. Develop a schedule that allows time to act upon feedback given. Acknowledge exemplary practice in PLTs. Meet with teachers whose practices are not effective.

E. Engage with each teacher to discuss their journey with formative instructional practices and help them get started.

F. Display evidence of team progress. Plot each team’s use of formative instructional practices based on rubrics co-designed with teachers.

© 2012, Battelle for Kids. All Rights Reserved. Developed in partnership with the Ohio Department of Education.© 2012, Battelle for Kids. All Rights Reserved. Developed in partnership with the Ohio Department of Education.

Effective Leaders

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