Side A

Questions:

Notes:

LearningGoals:

Wearelearningto:

Buildacommonunderstandingofthetermsas- sessmentforlearning,assessmentaslearning,as- sessmentoflearning

Notes:

Task:

Whileviewingthevideo clip,record the charac- teristicsofeachtypeof assessment. Use the chart totheright tonoteyourobservations.

Side B

Leading Assessment for Learning—Professional LearningDays,Matawa Principals, March 5,2014
Read thefollowing descriptionsof classroom activities,and decidewhethereach reflects assessment for learning,assessment as learning or assessment of learning.
1. TeacherandStudentsco-constructthesuccess criteriafor alearninggoal. (AfL,AaL, AoL)
2. Teachers usearubricwith weightingsto evaluateaculminatingactivity.(AfL,AaL,AoL)
3. Studentsapplysuccess criteriato asampleof anonymous work. (AfL,AaL, AoL)
4. Students discuss themeaningthelesson’s learninggoal. (AfL,AaL,AoL)
5. Astudentgivesfeedbackto an elbow partneron how welltheyself-assessedtheirwork. (AfL,AaL,AoL)
6. Teacherreturnsan assignmentwithonly descriptivefeedback. (AfL,AaL,AoL)
7. Students do quizzes whichtheteachermarks prior to a unittest. (AfL,AaL, AoL)
8. Students‘trafficlight’theirworkbeforemovingonwiththelesson. (AfL,AaL,AoL) Notes: / Read thefollowing descriptionsof schoolactivities,and decidewhethereach reflects assessment for learning,assessment as learning or assessment of learning.
1. A principalsurveysall stakeholders intheschoolcommunityas partof theschoolim- provement planningprocess. (AfL,AaL, AoL)
2. Administrators andteachers inaprofessionallearningteamexaminedatato deter- mineafocus for learningrelated to anareaof student need. (AfL,AaL,AoL)
3. ASchool ImprovementReview Committeeis establishedto monitor theimplementa- tionof theschool’s improvement plan. (AfL,AaL,AoL)
4. Aschoolreviews its EQAOandOSSLT data. (AfL,AaL, AoL)
5. Aschool provides releasetimeto teachers to engageinteacher moderationwhilede- velopingarubricforaspecificperformancetask. (AfL,AaL, AoL)
6. Theprincipalinvites feedbackfromall stakeholders ontheschool’s missionandvision prior to implementation(AfL,AaL,AoL)
7. A pair of teachers involvedinreciprocal peer learning debrief followingobservations of eachother’s lessons.(AfL,AaL, AoL)
8. Administrators andteachers inaprofessionallearningteamdeterminewhatsuccess- ful professionallearningontheiridentifiedlearninggoal ‘looks like’. (AfL,AaL,AoL)
9. A principal beginsastaffmeetingbysharingandclarifyinggoals andsuccess criteria. (AfL,AaL,AoL)

Side C

Leading Assessment for Learning—Professional LearningDays,Matawa Principals, March 5,2014
LearningGoal:
Wearelearningtoleadandmodelanassessmentforlearningcul- ture
LearningTask:
Readthecriteriaforwhatinstructionalleadershiplookslikeinhighperformingschools andchecktheonesthat youarecurrentlyimplementinginyourschool.
Chooseoneandshareyourstoryofimplementinginstructionalleadershipwithyourel- bowpartner.
Yourcolleaguewilllistenand takenotes,andshareyourstorywiththelargergroup. Thenyouwilllistentoyourcolleague’sstory,takenotesandsharewiththelargergroup.
Mystory:
Mynotes:
LearningTask:Think/Pair/Share
Criteriaforwhatinstructionalleadershiplookslike:
1.Activeoversightandcoordinationof theinstructionalprogram
2.Instructionalactionsmustcomplementtheinstructionalvision
3.Activelyengageincollegialdiscussionsoninstructionieimpactof assessmentandinstructiononstudentachievement
4.Acuteawarenessofteachingandlearningintheirschools
5.Activeinvolvementwithclassroomobservationofclearperfor- mancestandardsforteachingandsubsequentdescriptivefeedback
6.Frequentanddirectinvolvementwiththeirteachers,providing
formativeassessmentofteachingandlearning
7.Systematicallymonitorstudentprogresswithresultsusedtoim- provelearningandinforminstruction
8.Abilityandskillstoempowerteacherstolearnandgrowaccording
tothevisionestablishedfortheschool
9.Collectiveleadershiphasstrongerinfluenceonstudentachieve- mentthatindividualleadership
10. Establishavisionthatiscenteredonhighstudentachievement
basedonresearchbasedstrategies.

Side D

Leading Assessment for Learning—Professional LearningDays,Matawa Principals, March 5,2014

TeacherProfessionalDevelopmentDiscussion Protocol

Tofacilitatediscussion atafacultymeeting or professional developmenteventbringing teacherstogether todiscusstheir learningandtheirstudentlearning. It ismodeledafteraprotocol developed bySteve Seidel atHarvardProjectZero.

1. GettingStarted

Thegroupchoosesafacilitatorwho will makesure thegroupstaysfocused onthe particularquestion being posedin each stepanddoes not participatein thecontent ofthediscussion.

Thepresentingteacher puts the selectedworkor piece ofdocumentationwhere otherscan see itclearly,orprovides copies ofwritten work. S/he saysnothingabout the work, the contextin which itwas created, orthestudentsuntil

Step 5.

Theparticipantsobserve or readtheworkin silence,perhapsmakingbriefnotesabout aspectsofit that theyparticular- lynotice.

2.DescribingtheWork

Thefacilitatorasksthegroup,“Whatdo you see?”S/hemayask thequestion several timesuntilthereisnothing more to sayreallyencouraging people tolook moreclosely.

Groupmembersprovide answerswithoutmaking judgmentsabout thequalityofthework, theteaching, ortheir person- al preferences.

Ifajudgment emerges, thefacilitatorasksfortheevidence on which the judgment isbased.

3.Asking Questions abouttheDocumentation“Wondering”

Thefacilitatorasksthegroupthisquestion: “Whatquestionsdoesthiswork raiseforyou?”or finishthesentence starter, “I amwondering…”

Groupmembersstateanyquestionstheyhave about the work, thestudents, the assignment, thelesson andthecir- cumstances underwhich thisteaching tookplace.

Thepresentingteachermaychoosetomakenotes about thesequestions,buts/he doesnot respond tothequestions

at thispointnor iss/he obligatedtorespondtothemlater.

4.SpeculatingAboutStudentorTeacherLearning

Thefacilitatorasksthegroup,“Whatdo you think thechild or teacheris learning orworkingonhere?”and“Whatevi- dence led you tothat conclusion?”

Participants,basedontheirreadingorobservation ofthedocumentationmakesuggestionsaboutthe problemsor is-

sues that thestudent mighthave beenfocusedon and whatevidence theyareusing to substantiate their theories.

5.Hearingfromthe PresentingTeacher

Thefacilitatorinvites thepresenting teacher to speak.

S/he shares herperspective on theworkdescribing whatshe seesin it, respondingifs/hechoosestoanyoftheques- tions raised,andaddinganyotherinformationthats/he believes is important to share with thegroup.

Thepresentingteacher also commentsonanything surprising orunexpected thats/he heard intheearliersteps.

6.DiscussingImplications forTeaching andLearning

Thefacilitator invites everyone to shareanythoughtstheyhave about theirown teaching, children’slearning, orways to support these/thisparticularlearners infuture instruction.

7.Closing Reflection

Thegroupreflectsontheexperience oforreactions tothediscussion asawhole ortoparticularpartsofit.Thegroup reflectsontheprotocol itselfand whether theymight make anychanges to it the next time.

“Formalleadersfacilitatetheengagement of otherconstituentsasleadersby beingtransformationalandinclusive, and by providing opportunities for professionallearningandcollaborative engagement.Asconstituentsandformalleadersbegin toaccept theirroleascollaborativeleaders,there is afluidmovement from being a constituentinonecontexttobeinga formalleaderinanother, whileallleadersand constituentsarefocused ontheessentialpurposeofschooling— student learning. Sheppard & Dibbon(2011)

Notes:

WhatdoIsee?

Whatquestions does thisworkraiseforyou? Iamwondering…

Whatdoyou thinkthechildorteacherislearning orworkingonhere? Whatevidence leadyou tothat conclusion?

Reflections

Reflection:

What did I learnthatisnewforme?

What isthe nextstep inmylearning?