Teacher Leadership from the Classroom

1. Teacher Leadership from the Classroom Session 5 Thursday, October 24, 2013

2. Purpose • Learn about the Teacher Leader Model Standards • Learn about activities designed to improve effectiveness in the implementation of standards • Learn about and apply principles of adult learning that will lead to more effective leadership. • Ultimately – greater capacity for leadership within your roles.

3. Structure • Based on Teacher Leader Model Standards

4. Housekeeping • Taking Care of Business • Follow-Up Dates – all 4:30 – 6:30 p.m. • August 15 • August 22 • September 19 • October 17 • October 24 • November 7 • November 21 • December 12 • Focus Group Scheduled between November 21 and December 12

5. Focus Group Sign Up

6. Reflections on our Action Step

7. Teacher Leader Model Standards • Domain IV: Facilitating Improvements in Instruction and Student Learning • Functions within this domain include : • Facilitating the collection, analysis and use of classroom and school-based data to identify opportunities to improve curriculum, assessment, school organization and school culture. • Engaging in reflective dialogue with colleagues based on observation of instruction, student work, and assessment data • Supporting colleagues individual and collective reflection and professional growth serving as a mentor, coach, and content facilitator • Serving as a team leader • Using knowledge of emerging and existing technologies to guide colleagues • Promoting instructional strategies that address issues of diversity and equity

8. Teacher Leader Model Standards • Domain V: Promoting the Use of Assessments and Data for School and District Improvement • Functions within this domain include : • Increasing the capacity of teachers to utilize multiple assessment tools aligned to state and local standards; • Collaborate with colleagues in the design, implementation, scoring and analysis of assessment to improve student learning; • Creating a climate of trust and reflection in order to engage colleagues in challenging conversations regarding student data; • Working with colleagues to use assessment findings to promote changes in instruction that positively impact student learning.

9. Critical Reflection • “Critical reflection is the process of analyzing, reconsidering, and questioning experiences within a broad context of issues” (Murray, Kujundzic, 2005). • Think about your own practice and how you might go through a critical reflection process – what would you do? What resources would you need? • It is more than constructive self-criticism, but includes four possible activities:

10. Defining Assessment • How do you define assessment?

11. Defining Assessment • Judith Dodge calls assessment a process of checking for understanding and gathering evidence of learning in the classroom. • Summaries • Reflections • Lists and Charts • Graphic Organizers • Visual Representations • Collaborative Activities

12. Assessment • 30 percent or more of classroom time is spent in assessment-related functions: • Planning/Managing formative/summative assessments • Identifying, clarifying and teaching to learning targets • Designing high-quality assessments/tasks • Devising high-quality scoring keys, guides & rubrics • Using assessment results to plan instruction • Offering descriptive feedback • Opportunities for self-assessment and goal-setting • Tracking student achievement • Student monitoring of achievement • Determining student achievement based on data

13. Creating High Quality Assessment “Classroom assessment quality requires that we use the assessment process and its results effectively. If our assessment practices don’t result in higher achievement, we would say a component of quality is missing. And, because accurate assessment skillfully used benefits learning, this expanded definition of classroom assessment literacy must become part of our understanding of what it means to teach well.” - taken from Classroom Assessment: Every Student a Learner

14. Creating High Quality Assessment • Specific information needs of intended user(s). • Based on clearly articulated and appropriate achievement targets. • Accurate measure student achievement. • Yield results that are effectively communicated to their intended users. • Involve students in self-assessment, goal-setting, tracking, reflecting on, and sharing their learning.

15. High Quality Assessment • Clear Purpose • Who will use the information? How? What information is required? • Clear Targets • Are learning targets clear to teachers? Are learning targets the focus of the instruction? • Sound Design • Do assessment methods match learning targets? • Are items, tasks, and scoring rubrics of high quality? • Effective Communication • Can results be used to guide instruction? • Do formative assessments function as effective feedback? • Is achievement tracked by learning targets? • Student Involvement • Are learning targets clear to students? • Will the assessment provide information that students can use to self-assess and set goals? • Are students tracking and communicating their evolving learning?

16. Analysis of Data • Two main functions of data analysis as a building leader: • Collaborate with colleagues in the design, implementation, scoring and analysis of assessment to improve student learning; • Note ANALYSIS • Working with colleagues to use assessment findings to promote changes in instruction that positively impact student learning. • Promote change based on assessment

17. Substance of Teacher Learning • Report from 1996 NEA Foundation study indicated that when “teachers analyze and discuss instructional practice and the resulting samples of student work (DATA), they experience some of the highest caliber professional development available.” (Renyi, 1996). • Council for Basic Education’s work offers a protocol for examining the student work from classrooms to determine if the quality of work reaches high standards.

18. Two ways to Use Data for Learning • Educators convene with each other to study student work and analyze the instructional practice that produced the results • Use data as a basis for making decisions about educators’ on-the-job learning, including decisions pertaining to professional development resource allocation, content, and delivery.

19. Being Prepared to Use the Data • Culture of trust and confidence • The data is about students and learning, not about teachers and teaching. • Looking at the data isn’t going to tell teachers how to fix what they find. • Multiple sets of data are needed to make educational decisions, but what happens when one set of data that is VALID is trumped by ‘professional judgment’?

20. Teacher Leader Model Standards • Domain V: Promoting the Use of Assessments and Data for School and District Improvement • Functions within this domain include : • Increasing the capacity of teachers to utilize multiple assessment tools aligned to state and local standards; • Collaborate with colleagues in the design, implementation, scoring and analysis of assessment to improve student learning; • Creating a climate of trust and reflection in order to engage colleagues in challenging conversations regarding student data; • Working with colleagues to use assessment findings to promote changes in instruction that positively impact student learning.

21. Tools for Data Analysis Think and Act Systemically • Take Stock of current needs using data • Focus on the right solution • Take collective action • Monitor implementation and the impact on students • Maintain Momentum by identifying sustainable solutions

22. Benefits of Systemic Action • As success occurs, staff will see results from their actions creating a strong sense of collective efficacy. • Researchers Hoy, Smith and Sweetland (2002) note that a high level of collective efficacy can have a greater effect on student achievement than student socioeconomic status. • Goddard (2003) found similar effects with regards to race.

23. Protocols for Data Analysis • What needs to happen in order for quality data analysis to occur?

24. Protocols for Data Analysis • Clear Guiding Questions • Objectively looking at data – what do you need to do to make this happen? • I notice – • I observe – • Interpretations • Action Steps

25. Examples of Protocols • Turning Data into Actionable Information • Get It! Read It! Talk It! Use It! Review It! Adapted from Western Heights Independent School District • Guiding Questions for Analyzing Common Assessment Data • Rate effectiveness, decide on proficiency, further analysis to determine gaps, determine interventions Created by Angela Upchurch, Modified by Barbara James, 2012 • Data Analysis Protocol • Facts, Confirmations, Surprises, Implications, Questions, Goals based on Data • Analyzing Elements of Reading • Determine Data, Identify Strengths, Weaknesseses, Question-Storm Strategies Created by Oberman & Shelton, 2013

26. New Thinking of Assessment From To • Tests disconnected from focus of instruction • Assessments using only selected response items • Students as passive participants • Students not finding out what they are good at and what they need to work on • Mystery Assessments • Assessments reflecting written and taught curriculum • Assessments selected to reflect specific learning targets • Students as active participants • Students being able to identify strengths and areas of further study in their learning • Transparent Assessments

27. Final Guiding Questions • Is EVERYONE clear on our learning targets? • Is EVERYONE clear on what it means to be proficient? • What is our action step (KISS) as a result of our assessment? • Are we taking adequate steps to ensure we are objectively looking at the data?

28. Now… • Following those guidelines and using protocols will help with the analysis of classroom, grade level, department data… • How do you know if/when the school or district could be impacted by data? • Overall trends • Disconnect between standards and curriculum

29. Domain V: Promoting the Use of Assessments and Data for Student Learning What is your action step?