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Welcome to KLA Session 3

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  1. Welcome to KLA Session 3 Assessment Literacy Kentucky’s Common Core Standards Characteristics of Highly Effective Teaching and Learning Leadership

  2. Our Learning Targets • Knowledge: • —  Know and explain:  KCAS, learning targets, formative assessment, summative assessment • Reasoning: • —  I can interpret the learning intent of standards and classify the standard to begin the deconstruction process. My interpretation of the meaning and classification of the standard is consistent with others.

  3. Our Learning Targets: • Performance Skill: • —  I can deconstruct standards into learning targets that students understand.  This means I can I can write them in language that is consistent with their developmental level and that they can use to self-assess their competency. • Product: • —  I can choose from aligned formative assessments and summative assessment options and match them to learning targets taught. This means I can support others as they create, select, and implement congruent items and experiences.

  4. Group Norms: RESPECT • Return on time for each segment and rejoin the whole group when signaled. • Everyone is engaged in the cadre session. • Side conversations are limited. Stay for the entire cadre session. • Participation by all attendees is expected. • Present in the work as an equal partner. • Cell phone and computer use limited to lunch and breaks. • Two feet rule applies.

  5. Quick Review • Share with us • 1 thing that resonated with you from the last meeting and • 1 action you or your DLT has taken since the last meeting.

  6. Session 3 Vision of Assessment Literacy Sample Deconstructions: Content Specialists Action 3 and Competency 3 Balance Your Assessment System

  7. Leadership Network Vision • Every school district in the commonwealth of Kentucky has a knowledgeable and cohesive leadership team that guides the professional learning and practice of all administrators, teachers, and staff so that every student experiences highly effective teaching, learning and assessment practices in every classroom, every day.

  8. Content Leadership Network Goal • Ensure that every participant has a clear understanding of how to: • translate Kentucky’s Core Academic Standards into clear learning targets inorder to design high quality formative and summative assessments and • plan/select rigorous and congruent learning experiences.

  9. Our Journey • Session 1 – overview/ why networks?, overview of KCAS, overview of CHETL, leadership activities • Session 2 – Action 1 and Action 2 (44-49,55-58); Competencies 1 and 2 in Action Guide for School Leaders ( Turn to page 100-101,106-119) • Balance Assessment System • Achievement Standards/learning targets • Session 3- Assessment Literacy – Action 3 and Competency 3 (124-126); CHETL, Standards deconstruction update • Ensure Assessment Quality

  10. To be ‘assessment literate’ means to be skilled both in gathering accurate information about students’ learning and in using it effectively to promote further learning. • Classroom Assessment for Student Learning, p. 21

  11. From Session 2: Without Clear Targets We Can’t Do Any of the Following… • Know if the assessment adequately measures what we taught. • Correctly identify what students know and don’t know and their level of achievement. • Plan next steps in instruction. • Give detailed, descriptive feedback to students. • Have students self-assess or set goals likely to help them learn more. • Keep track of student learning target by target or standard by standard. • Complete a standards-based report card.

  12. Standards and Targets Underpinning the Standards Product Skill/Performance Reasoning Knowledge

  13. Standard Category: Knowledge Reasoning Performance/Skill Product

  14. Standard: Write informative/explanatory texts in which students name a topic, supply some facts about the topic, and provide some sense of closure. Category: Knowledge Reasoning Performance/Skill Product

  15. STANDARDS PRODUCT TARGETS design, produce, create, develop, make SKILL TARGETS observe, listen, perform, do, question, conduct, speak REASONING TARGETS analyze, compare, synthesize, categorize, interpret, justify KNOWLEDGE TARGETS explain, understand, describe, identify, define

  16. “The reason this framework is focused largely on the classroom level of assessment is the reward in improved student learning brought about by the use of classroom assessment of learning. Described by Fullan (2004) as a ‘high-yield strategy,’ the research reported on the topic helps explain why leadership knowledge and skill specific to it are beneficial.” • An Action Guide for School Leaders, pg. 98

  17. Mindset • Why are new initiatives often viewed as: “one more thing,” “latest educational fad,” “this year’s PD du jour ?” • What are the implications for district and building leadership?

  18. Mindset • Letter off at table as A, B, A, B … • A’s will read excerpt from Shirley Clarke book, The Ideal Learning Culture. • B’s will read Carol Dweck article, The Perils and Promises of Praise. • Capture key ideas related to mindsets on your T chart. • After reading, identify each of the 9 statements as fixed or growth mindset.

  19. T-Chart Time!

  20. You are going to love this article.Let’s read. • Teaching for America • By THOMAS L. FRIEDMAN • Published: November 20, 2010

  21. Activity: • 3 • 2 • 1

  22. CHETL Activity • Read the CHETL component Section 2, Classroom Assessment and Reflection. • At your table discuss your professional role in actual observation of this component in the classroom. (i.e., daily observations, district learning walks) • As a table group, discuss and complete the chart describing what the teacher and student characteristics “look like” to you.

  23. Motion Leadership by Michael Fullan The Skinny on Becoming Change Savvy

  24. Chapter 4: Connect Peers with Purpose

  25. Why Collaborate? • Discussion time

  26. A. Top down change doesn’t work • B. People resist when leaders try to tighten things up • C. The best way to tighten things up is to get peers to do it

  27. The Role of the Leader • ENABLE • FACILITATE • CAUSE PEERS TO INTERACT IN A FOCUSED MANNER

  28. Peer interaction is the "Social Glue" of focus and cohesion

  29. Discussion of terms vs real practice Instructional Leadership??????????????????????????????????????? Professional Learning Communities ????????????????????????????

  30. Principal's action LINK Student learning The degree to which the principal participates as a learner in helping teachers figure out how to get classroom and school wide improvement

  31. BRAINSTORM • WHAT DOES THIS “PRINCIPAL LEADER” DO?

  32. Key 1: Accomplishments of "Principal Learners" • Good practice flows • Poor practice diminishes • Shared sense of purpose and commitment is generated • Teacher thinks about “our” children – school as a whole

  33. Key 2: Next step for school leaders Must become part of a network, again with focus and specificity

  34. Advantages of being in a "purposeful network" • More support • More “positive pressure” to improve • Become “sharper” explaining self to other schools • Become “stimulated” seeing what other schools are doing • “Friendly competition” abounds • Negative competition dissolves • “We-We” commitment thrives

  35. Key 3: Whole system reform District or State

  36. Once school leaders see the slightly bigger picture and get to know each other in a common endeavor of great moral purpose, they thrive on “competitive collaboration”.

  37. The "skinny" on competitive collaboration • “Resolute leadership” at the top is a must • Power of “allegiance” to each other is discovered ---the value of solidarity • “Professional power” is unleashed • Conditions for “sustainability” are better established

  38. The dynamic power of motion leadership • Learn as you implement • Move systematically • Good practice flows….poor practice declines • People’s sense of identity enlarges • Work becomes more elegantly effective

  39. System reform will never be successful if only leaders are working on it

  40. There are not enough leaders to go around but there are enough peers

  41. Research consistently shows that regular, high-quality FORMATIVE ASSESSMENT increases student achievement.

  42. Emily’s Story • Read “Emily’s Story” on pages 32-39 in your ABQ book. • Reflect on the keys to success for Emily and her classmates. • What student and teacher strategies brought confidence and responsibility to Emily as a learner? • What conditions needed to be in place for Emily, Ms. Weatherby, school leaders, and the community to facilitate this success? • What was Emily’s emotional response to these assessment experiences in her learning??

  43. Emily’s Story • Use the questions at the top of page 31 to guide your table’s discussion after you have read “Emily’s Story.” • As a district team, discuss to what extent these conditions are satisfied in your classrooms, schools, district, and community?

  44. Krissy’s Story • Read “Krissy’s Story” (handout). • As a table group, discuss the questions on the back of “Krissy’s Story.” • How did assessment affect motivation in these two students’ experiences?

  45. Research Study • “The bottom line is that formative assessment is a learning process. It is not a prepackaged program with teachers manuals, lesson plans, worksheets, and other materials. It is not something that teachers must enact, rather, something they must embrace. Although embracing significant conceptual change about what it means to teach and what we should count as evidence of learning is difficult, it is much more lasting than asking teachers to adopt the next educational trend or buzzword.”

  46. Put it together • Why is excellence in assessment necessary for improved student learning? (Q #1, pg. 27, ABQ) • Draw a large triangle. Write the following on each point of your triangle: Mindset, Emily and Krissy. On the lines write one phrase to represent the connections. In the center of the triangle, briefly answer the question at the top of the slide.

  47. Formative vs. Summative • Formative • Summative