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What we do vs. what we know

What we do vs. what we know. What students learn is a function of their teacher Most assessment is summative Teachers assess & grade as they were assessed Little training in formative assessment No time or structure for collaboration & data teams

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What we do vs. what we know

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  1. What we do vs. what we know • What students learn is a function of their teacher • Most assessment is summative • Teachers assess & grade as they were assessed • Little training in formative assessment • No time or structure for collaboration & data teams • We focus on teaching behaviors and not on learning • Interventions when kids don’t learn are at the discretion of teacher From DuFour • Teachers work in collaborative teams & look at results for all • Balanced assessment structure, both formative & summative • Assessments developed in PLCs • On-going, job-embedded, collective, systematic professional development in formative assessment • Principal provides time for PLCs • Focus on results , not intentions • Teams develop timely, systematic interventions for students who need them

  2. Common Findings inSuccessful Schools • Formed a professional learning community • Focused on student work (through assessment) • Changed their instructional practice accordingly to get better results • Did all of this on a continuing basis M. Fullan, “The Three Stories of Education Reform,” Phi Delta Kappan, April 2000.

  3. Improving Student Learning • Ensure that teachers receive timely and frequent feedback on their student’s achievement – from the data • In meeting agreed upon Power Standards • On valid, team developed common assessments • In comparison to other same grade/subject classes • **Use evidence of student learning to explore effective teaching practices

  4. Most Powerful Strategy to Improve learning ( another way of saying it) Teachers work together in collaborative teams (PLCs) to: • clarify what students must learn – power standards, essential learnings • Gather evidence of student learning – common formative assessments • Analyze the evidence – see protocol for data analysis, meeting agenda templates in handouts • Identify the most powerful teaching strategies – share ideas and lesson activities

  5. What goes on in a PLC? Study CCS & agree on essential learnings, problem solve/research issues Focused Professional Development Select inst. strategies or actions Adjust instruction ensuring proficiency (differentiation, interventions, etc.) Adjust actions as needed Plan lessons with CFAs, Take actions & monitor results Focus on Data Teacher Collaboration Analyze student work from assessments, analyze impact of actions taken Implement the plan - teach Review page 4 of handout National Staff Development Council, 2009

  6. THE GOAL: to improve student learning THE EFFECTS ARE: Goals are posted Data is posted You hear the language of reflective practice Teachers are less isolated There tends to be increased job satisfaction There is an increase in teacher efficacy There are more leadership behaviors from individuals THE ACTION: (For continuously improving schools) to create effective PLCs

  7. The Five-Step Data Team Process • Chart the Data • Analyze the Results • Set Goal(s) • Select Effective Teaching Strategies • Determine the Results Indicators We are adding a 6th step – Determine the Action Plan

  8. The Action Plan (our step 6) Should address the following questions: • What needs to be done by each teacher to implement the selected strategies? • What resources, materials, and additional collaboration time are needed? • How will we further differentiate our instruction for non-proficient students? • What informal checks for progress are needed and when will they be done? • Who do we go to for help if we encounter problems implementing a strategy? • What additional help or support do we need from our administrators? (There has to be a level of trust here)

  9. Data Analysis Protocol • Which students need additional time/support to demonstrate proficiency on an essential learning? • How will we provide that time and support? • What is our plan to enrich the learning for proficient students? • What is an area where my students struggled? • What is an area where our team’s students struggled? What do we believe is the cause? What is our plan for improving the results? (See page 5 of the handouts)

  10. Discussion when students do not meet goals – Guiding questions: • Did we use the strategies effectively? • Did we use them frequently enough? • Did we differentiate the strategies to meet the diverse learning needs of the students? • Do we need further assistance or practice with the strategies? • Do we need to abandon a strategy and choose others that might be better for future learning?

  11. More Reflective Questions • How are our students doing? • Why do we think they performed that way? • What are we going to do for those who did not learn at a proficient level? • How do we accelerate instruction for students who continue to excel? • Which instructional strategies produced the greatest results? • What other modifications are needed with our common formative assessments?

  12. How will we respond when students do not learn? • Identify problem areas in programs and teaching • Determine needed changes in practice – have the confidence to challenge them • Create timely, systematic interventions & strategies in a collaborative manner • Message to teachers: As long as you are modifying your practice based on data, you are safe.

  13. Data team vs. PLC( John’s definition) A PLC will go beyond the discussion & actions of a data team in the following ways: (review page 4 of handout) • More discussion regarding the expectations in the CCSS • Unwrapping of power standards • Agreement on the assessment techniques – development of common formative assessments • Planning common lesson formats, activities, etc. • Reflect on the teaching experiences, refine the lessons

  14. Recommended qualities for all meetings (PLCs, data teams, etc. • Agenda format – see handouts, pp. 6 - 11 • Norms / ground rules • ROLES - Leader/facilitator, Timekeeper, recorder • Template for data recording • Appropriate location & physical environment • A way to evaluate overall meeting quality – rubric, survey, outside observer, etc. (see rubric in handouts)

  15. AGENDA FORMAT Meeting Leader: Meeting Purpose/Type: Date: Time: Location: Expected Results: Agenda items: What / Who How 1 2 3 Also in handouts Meeting Members: Materials/Prep needed: Bring to Meeting: Time allotted

  16. A sustained PLC • Building Leadership promotes and supports PLCs • The core purpose/focus of the staff is that all students learn • Shared vision and shared values by veteran & new staff • Collaboratively developed school goals & priorities • Collaborative culture with mutual trust, respect, & support • Action research & professional learning by sharing • Continuous improvement with a focus on results Review rubric in handout, pp.12-13

  17. QUESTIONS/COMMENTS

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