Monthly Archives: May 2012

Practicing What We Preach

The year’s assessment cycle is wrapping up quickly. (Dare I admit to counting the remaining 27 days of the year?) Students are hunkered over desks completing IB exams, and principals are hunkered over computers completing summative evaluations as part of Graded’s Professional Growth and Supervision Plan.

As instructional leaders our goal remains to model effective practices. I’ve been reflecting on how our school-wide work with assessment needs to have direct implication on the strategies we use to support and hold teachers accountable.  How should (does) our work look different based on what we’ve learned with our teachers and students? Using the Assessment Continuum,  I gathered a quick snapshot to share with the Leadership Team to see where our practices align and where we still need to stretch.

Engagement and Appropriate Challenge

Teacher Practice

Leader Practice

Evidence May Include

I align course learning targets with school standards. I align expectations to the Teaching and Learning Principles of the PGSP and our school-wide goal. Focus on assessment continuum in feedback
Aligned to teacher goals
Direct use of language from Teaching and Learning Principles to build shared understanding
I use previous assessment data to identify students’ needs. Assessment data may include standardized data, grades or course-specific assessments. I use previous assessment data to identify teachers’ needs. Use of team notes
Previous evaluations
I design assessments to match the targeted learning. I identify assessments to match the targeted learning. Targeted observations
Lesson plans
Student work
Rubicon Atlas
I create opportunities for student self-reflection. I create opportunities for teacher self-reflection Goal setting
Semester reflection
Final reflection as part of the written
I include students throughout the assessment process (e.g. goal setting, reflection along the way, self-assessment, etc) to engage students in continuous improvement. I include teachers throughout the assessment process (e.g. goal setting, reflection along the way, self-assessment, etc) to engage students in continuous improvement. Running record linked to principles of teaching and learning
Self-assessment
Records of dialogue
I provide students with choice of assessment type for the same learning target (s). I provide students with choice of assessment type for the same learning target (s). Teachers set own goals based on self-assessment against school-wide goals
Teachers determine the best evidence to demonstrate their growth

Variety and Purpose

Teacher Practice

Leader Practice

Evidence May Include

I use different types of assessment. I use different types of assessment. Summative and formative feedback is informed by targeted observations, walk-through evidence, Rubicon Atlas (curriculum design), student assessments
I communicate the purpose for the assessment (diagnostic, formative, summative). I communicate the purpose for the assessment (diagnostic, formative, summative). Surveys to inform the work in advance
Explicit about summative evaluations vs formative cycles
Explicit about the role of walk-throughs vs. targeted full class observations

Authenticity and Transparency

(Definitely where we have the most room to grow as Leadership Team)

Teacher Practice

Leader Practice

Evidence May Include

I provide targeted and effective ongoing written and oral feedback on a learning target. I provide targeted and effective ongoing written and oral feedback on teacher’s goals. Running records reflect characteristics  of effective feedback that we committed to as a team:

  • easy to understand
  • explicitly tied to goals
  • includes information a user can use
  • focuses on qualities of the work or processes/strategies to do the work
I think we’ve grown as a team, but we need to continue  to let go of practices that we know ultimately do not serve adult learning well.  Concretely, what changes should teachers see as a result for integrating the same assessment practices we look for in the classroom?

  • Every teacher sets a goal  and tracks progress using evidence towards that goal; follow-up reflection and documentation with principal
  • Summative assessments (evaluations) do not speak to the same depth in each of the domains (instruction, assessment, learning environment and professionalism). This year, especially, more detail will focus on teacher goals and the assessment domain due to our school-wide goal, with great strengths and areas for improvement identified in the other domains if  evidence is significant on one side of the teaching and learning continuum or the other
  • In the final write up, more references to different components of your professional life/learning – Rubicon Atlas, evidence from running records reflection observations and meetings, student work or assessment tasks you may choose to share, PLC contributions
  • No surprises! You should read your final write up and notice that it balances your voice with your principal based on evidence collected over time

Thanks for not taking me out of class…

The chatter of flipped classrooms continues to infiltrate blogs, twitter feeds and mainstream media. Thought leaders continue to weigh in on the pros and cons of a model that was already in play when I was working on a business minor at Indiana University.  I skipped attending the lectures, which I could catch on a university television station, and instead spent time attending small discussion groups to work through case studies and make sense of the concepts delivered in 45 minute lectures. It really didn’t feel so revolutionary at the time.

I’ve been tracking a few Graded teachers as they explore this same possibility with their students this year. I applaud teachers’ efforts to examine how they can move from the front of the room and instead use class time to engage students in making meaning together.  Thoughtful work is happening.

In an effort to support teachers in working through this model — as well as alleviating some of the tensions of leaving class to be of service to Graded’s organizational learning – I “flipped” our last PLAC (Professional Learning Advisory Council) meeting to get a deeper sense of the nuances of the learning environment that results from flipping the classroom.

I spent a lot of time thinking through how to best instruct colleagues in engaging in the independent task before we would meet. This was not just a video to watch, but an examination of a professional learning plan that will define our work in 2012-2013. I provided both written steps and a screencast that walked them through the steps, as well as a screencast that presented the plan, much like I would have done if we were together.

Colleagues had a week to do the work,  tracking their thinking and questions as part of the google site that held the plan for linking our learning.  I would jump in to comment on their ideas and answer questions that may hold up their progress, fostering a bit more dialogue than just a simple check in. Before our meeting, I had evidence that every member of the team had read and reflected on the presentation.

When we met face to face, I provided time to anchor in the presentation, taking time to read comments and questions that emerged before our meeting… then we jumped in to the work. And admittedly, I was dazzled by the level of critique in such a short time. Using wallwisher to capture their comments, so they could see each other’s thinking and skip repeating ideas and I could organize trends of comments to respond to as part of my reflection, I was armed with critical feedback to inform revising in less than an hour of meeting time.  

The debrief with colleagues highlights why this is a model to continue to explore:

  • It was a positive experience; we had the chance to learn at our pace at home
  • Appreciated the comments that were there as models – I knew what it should look like to participate
  • If you are confused, what do you do?
  • What is the trade-off to investing time in advance? Loved that our face to face meeting was shorter as a result
  • We didn’t just read and watch the presentation, we started the process in advance – we didn’t need to repeat the comments; moved on to deeper thinker
  • I was committed to the group – the comments drove that commitment
  • I think the quieter members found it powerful to take the time in preparing; different mode of communication with writing first
  • Having the time to process was important – there was a lot here that I just needed time to think about
  • Valuable to have both — wouldn’t want to have just this model
  • We knew the protocol; we were part of a community already and felt linked because of the thinking we have done together this year
  • This format should have a distinct purpose – it’s not for everything and I wouldn’t want to do it all the time
  • Thanks for not taking me out of class…

My goal remains to model learning that can link directly back to the classroom. There are many things I would refine when using this model again, and recognize that it was the strength of the culture of this learning community that led to this round’s success. Some good questions continue to percolate as part of reversed instruction – especially in terms of when does it best meet the needs of learners.