Hastings and Prince Edward District School Board Assessment Informing Practice OFIP Network November 29, 2010
BIPSA SIPSA Caring Cooperation Honesty Humour Integrity Respect Responsibility Trustworthiness
Professional Learning for all Staff Networks
School Effectiveness Framework Indicators • 1.1 Students and teachers share a common understanding of the learning goals and related success criteria. • 1.2 During learning, students receive ongoing, descriptive feedback based on the success criteria from the teacher and from peers. • 2.1 Collaborative instructional leadership builds capacity to strengthen and enhance teaching and learning. • 2.4 Job-embedded and inquiry-based professional learning builds capacity, informs instructional practice and contributes to a culture of learning. • 4.3 Teaching and learning incorporates 21st Century content, global perspectives, learning skills, resources and technologies. • 4.4 Learning is deepened through authentic , relevant and meaningful student inquiry, (at the school inquiry based teaching and strategies support student inquiry).
9:00 Opening Messages 9:15 Assessment for and as learning 9:45 Collaborative Teacher Inquiry 10:30 Break 10:45 Developing the Inquiry Question 12:00 Lunch 12:45 Co-Teaching, Co-Learning Models – Setting the Conditions 1:45 School Team Inquiry Planning 3:00 Closing Messages 3:30 Administrators’ Meeting OFIP Network Agenda
School Effectiveness Framework Indicator SEF 1.1 Students and teachers share a common understanding of the learning goals and related success criteria. SEF 1.2 During learning, students receive ongoing, descriptive feedback based on the success criteria from the teacher and from peers.
Assessment for and as Learning “Learning is easier when learners understand what goal they are trying to achieve, the purpose of achieving the goal, and the specific attributes of success.”Chappuis, 2002 “When we invest time up front to build the vision [of what students are to learn], we gain it back later in increased student motivation and the resulting higher quality work.”Chappuis 2009 http://www.edugains.ca
Assessment Embedded in Inquiry As teachers we continually adjust and modify instruction based on student need. We gather this information continuously, through a variety of assessment practices. We need to always be keeping in mind where and how we embed opportunities for students to self-monitor, and self-assess.
Learning Tasks • What is Assessment for learning and Assessment of learning? • Review the descriptions of classroom activities and decide whether each reflects assessment for learning, as learning , or of learning. • View Rethinking Classroom Assessment with Purpose in Mind and accompanying “Pyramid of Assessment”graphic and consider the following: • How can teachers empower students to self-monitor, self- assess and direct their own learning?
School Effectiveness Framework Indicator SEF 2.4 Job-embedded and inquiry-based professional learning builds capacity, informs instructional practice and contributes to a culture of learning.
Learning Task • Number off 1-7 at your table • Move to corresponding table number • All read p. 1 & 2 of the Seven Principles of Teacher Inquiry and your corresponding ‘Principle’ • Discuss the characteristics of the principle to develop a common understanding • Generate and chart If…then… statements to share your common understanding of the principle. If collaborative teacher inquiry is reasoned, then participants will analyze data to understand the evidence collected.
Talk Time • Half of table talk to each other about possible areas of focus for the inquiry • Other half of the table listen and record what is heard • Switch roles • Use information gathered to help develop inquiry question / statement
Developing Inquiries Purpose:Narrowing our focus: developing the inquiry question / statement How does it align with school needs as recognized through SIPSA planning and SEF self-assessment? How does it meet the needs of your students? Is it subject-specific? Is it strategy-focused (i.e., student learning through collaborative group work)? How does our inquiry facilitate student learning? How is assessment embedded (success criteria and feedback)? How might you measure impact?
Drafting an Inquiry Question / Statement What is the impact of _____________________ (teacher practice based on evidence-informed instructional approaches) on ___________________ ? (student learning linked to curriculum expectations) --------------------------------------------------------------- If ______________________________________ (teacher practice based on evidence-informed instructional approaches) then ____________________________________. (student learning linked to curriculum expectations)
School Effectiveness Framework Indicator SEF 2.1 Collaborative instructional leadership builds capacity to strengthen and enhance teaching and learning.
Learning Tasks • Explore the possibilities: • What are the benefits of co-learning, co-teaching? • What are possible models of co-learning, co-teaching?
Learning Tasks Sample models
Co-Teaching: Planning for Success Brainstorm at your table what factors are required to set the conditions for a successful co-teaching day. Record your ideas on a flip chart under the headings student, teacher, classroom.
Learning Tasks • Student Observations: • What are students saying? • What are students doing? • Questions that I have. • Other observations…
School Team Inquiry Planning • Planning for the task requires careful consideration. • Refer to placemat questions around: • Connections to curriculum • Determining a learning goal • Student engagement through authentic thinking tasks • Embedding assessment • Multiple entry points (based on student need/ readiness) • Connection to inquiry question / statement • Time factors • Once a team has decided on their learning goal, their task, and methods of assessment (all related to their inquiry), they need to decide on the opportunities for student observation.
Next Steps… Please send your Co-Teaching session dates to Tammy Billen via e-mail: email@example.com