Classroom Data. Feedback, Follow Up and Follow Through CSDE CAS C.E.S. It all starts with Instruction. “ The challenge in schools today is not just to get more students to pass tests, but to create new knowledge about how to improve instruction” Tony Wagner Harvard. He goes on to say….
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“The challenge in schools today is not just to get more students to pass tests, but to
create new knowledge about how to improve instruction”
“More testing, alone, will not improve teaching. We must understand clearly all of the elements of a more systemic approach to strengthening teaching in every classroom.”
Tony Wagner is the co-director of the Change Leadership Group at Harvard University’s graduate school of education, in Cambridge, Mass.
His success in schools concludes that in order to improve student achievement a district must consider…
The 7 Disciplines For Strengthening
The district creates an understanding and a student achievement a district must consider…sense of urgencyamong teachers and in the community for the necessity of improving all students' learning, and it regularly reports on progress.Data aredisaggregated and are transparent to everyone.
There is a widely student achievement a district must consider…shared visionof whatgood teachingis, which is focused on rigorous expectations, the quality of student engagement, and effective strategies for
personalizing learning for all students.
All adult student achievement a district must consider…meetingsare about instruction and aremodels of good teaching.
There are well-defined standards and performance assessments for student work at all grade levels. Both teachers and students understand whatquality worklooks like, and there isconsistencyin standards of assessment.
Supervision is frequent, rigorous, and entirely focused on the improvement of instruction. It is done by people whoknow what good instruction looks like.
Professional development is primarily on-site, intensive, collaborative, and job-embedded,
and is designed and led by educators whomodel the best teaching and learning practices.
Data are used diagnostically at frequent intervals by teams of teachers, schools, and districts to assess each student's learning and to identify the mosteffective teaching
There istimebuilt into schedules for this shared work.
These disciplines align with our belief that we need to go of teachers, schools, and districts to assess each student's learning and to identify the mostbeyond testingand look at other classroom evidence in order to improve student achievement. We also believe itstarts with examiningteaching and learning.
Take a look at this video…..
Based on the grades what is good teaching? of teachers, schools, and districts to assess each student's learning and to identify the most
Are the grades and reasons for the grading aligned?
Would this be the same in your district or school?
How can we expect students to achieve when there are different expectations for what is good teaching?
What is evidence of good teaching? of teachers, schools, and districts to assess each student's learning and to identify the most
In this academy….. of teachers, schools, and districts to assess each student's learning and to identify the most
we see the role of the leader is to assist with the examination of classroom data, makeclaimsabout what you see, go back to theevidenceto substantiate the claim and then offer aninterpretationor analysis of the evidence.
The role of the leader than is to providefeedback, identify next steps and what he/she will follow up on ( maybe providing time/ resources/ etc… and then follow through with monitoring
You will now have a chance to work with some classroom data to practice this:
The CEI tool can lead us with:
What is happening?Claim
Based on what evidence?Evidence
So what/ (draw a conclusion) now what?Interpretation –What does it mean? What are the next steps?