nesa learning focused conversations · 2013-10-14 · • analyze the critical attributes of...
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THE EXPERIENCED LEADER AND LEARNING- FOCUSED
CONVERSATIONS Presented by: Dr. Fran Prolman
NESA Leadership Conference
Kathmandu, Nepal October , 2013
www.trueeducator.com
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Objectives . • Define Learning-focused Supervision and the conversations that follow
• Analyze the critical attributes of learning-focused conversations
• Identify the highest learning-focused leverage strategies and their implications for your coaching of teachers
• Reflect upon the attributes of a “No Secrets” classroom and how to create one
• Consider the implications of mastery teaching and behavior in place of coverage and activity mindsets
• `
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Objectives • Analyze the key attributes of making thinking visible
and build your repertoire of strategies to share with teachers
• Expand your repertoire of learning focused conversations to support appraisal systems, post-observation conferences and informal dialogue
• Highlight the communication skills that foster reflection and derive from data supporting evidence of student learning
• Consider the school culture conditions that need to be present for reflection, honest analysis and problem solving to support higher levels of student achievement.
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Itinerary • Introductions and Community Builder
• Framing our Day
• Defining Formative Assessment
• Building Your Repertoire of Formative Assessment
• Linking Formative Assessment to Criteria for Success
• Observing for Formative Assessment
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Definition of Learning Focused Supervision
Critical attributes of learning-focused conversations
School culture conditions for
honest analysis and problem
solving
What I Want to Learn
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Essential Question
• “How do I know that the students have learned it?”
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A Cultural Shift…
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Yesterday & Today
Where We’ve Been & Where We Are Going
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Indicators for a Standards-Based School
• Standards-Based Curriculum
• Standards-Based Assessment
• Standards-Based Instruction
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Standards-Based Schools that Are Focused on Learning
FROM
• A focus on teaching
• An emphasis on what was taught
• Coverage of content
TO
• A focus on learning
• A focus on what students learned
• Demonstration of proficiency
Adapted from DuFour, DuFour, Eaker, Professional Learning
Communities at Work, 2006, Solution Tree, Bloomington IN
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Standards-Based Schools that Are Focused on Learning
TO
• Engaging teams in building shared knowledge with documents
• Teams helping each other to improve
FROM
• Providing individual teachers with a set of standards
• Individual teachers attempting to discover ways to improve results Adapted from DuFour, DuFour, Eaker, Professional Learning
Communities at Work, 2006, Solution Tree, Bloomington IN
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Standards-Based Schools that Are Focused on Learning
FROM
• Teachers gathering data from their indi-vidually constructed tests in order to assign grades
TO
• Teams building a shared understand-ing from important assessments in order to inform their indi-vidual and collective practice
Adapted from DuFour, DuFour, Eaker, Professional Learning Communities at Work, 2006, Solution Tree, Bloomington IN
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A Shift Towards a “No Secrets Classroom”
• Standards clearly communicated • Enduring understandings and mastery
objectives aligned to standards and communicated to students
• Embedded ongoing assessments to check for student learning
• Activities planned to support the standard and mastery of content
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An inspirational imperative... We need to care about how our students are doing through evidence of student learning. …
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Habits of Practice
• Am I clear what the focus of the lesson is? What is the objective of this lesson and is it in support of the state and curriculum guidelines (the right lesson, not just a good one)?
• Have I told the kids what the objective of the lesson is?
• Have I thought through what it would look like if you mastered this objective?
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Habits of Practice
• Have I explained my thinking to the students?
• Are there pre-established criteria in direct response to the clearly stated and discussed objective? Have I shared with my students that criteria at the beginning of the unit or lesson?
• Have I provided my students with rubrics, models and exemplars to assist them with their learning as I begin my instruction?
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Habits of Practice
• Have I asked my students to revisit the criteria, rubrics, and exemplars throughout the instruction, and self-assess where they are in their learning at various reflective points?
• Do I have reflective points?
• Have I reflected upon my students’ self-assessments and modified my instruction to address their learning needs?
• What evidence of student learning have I collected today?
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Reflection
The habits of practice of my teachers grade level by grade level, teacher by teacher…
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Criteria
Assessment of Students
Reflection
(based on the data) What do I do next?
Way they show me they’ve got it
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Intervention
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superVision
To involve members in spreading a vision of
high quality learning and teaching across an entire school.
Glickman
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Learning Focused Supervision
A shift in attention from simply naming teacher moves and patterns
to
Analyzing and questioning the impact (or lack of impact) on learners
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Learning Focused Evaluation
Changing from no reference to student learning or achievement
to Using impact on student learning and
the teacher’s response to data as part of assessment of practice
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Community Problem-Solving
Providing PLC’s with the information they need to tackle student learning
issues
Expecting PLC’s to gather, analyze, and apply data to improve achievement
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Traditional Sources of Evidence
• Running Records
• Informal Feedback in Journals
• Portfolios
• Goal Setting Artifacts
• Teaching Students To Do Goal Setting
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A Continuum of Learning-
Focused Interaction
Coaching-Collaborating-Consulting & Calibrating
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What are the responses of your teachers?
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• I look over students’ shoulders at what they are doing.
• I keep running records, anecdotal records of what they have done.
• I analyze and respond to homework.
• I have students respond to each other’s homework.
• I regroup based on the data. (Who needs more teaching of what)
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What are some of the responses?
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The Teacher Responds:
• I discuss how homework is intended to support the objective of today, not just provide more practice.
• I give descriptive (not evaluative) feedback to the homework.
• I ask my students to do self assessments, self-monitoring, goal setting based upon the self assessments.
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The Teacher Responds:
• I ask my student to write goals for review by me, their parents and the principal.
• I ask my students to provide data to me, their parents, and the principal as to how they are doing in response to the goals they wrote.
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Involving students in assessment, increasing the amount of descriptive feedback, decreasing the amount of evaluative feedback has a more powerful impact on learning than any other educational innovation ever documented. Black and Wiliam
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There is an important difference between large scale and classroom assessments.
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By collecting a small amount of information from a large number of students, large scale assessments help the system to be accountable and to identify trends.
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Classroom assessments collect a large amount of information from a small number of students.
Only classroom assessments can give a valid picture of what individual students know in a given subject.
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Implications
What are the implications for your leadership?
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Triangulation
Conversations Collection of Products
Observation of Process
From Making Classroom Assessment Work by Anne Davies
What is the student able to
do?
What does the student know?
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Mathematics Evidence Triangulation of Evidence
Conversations: • Peer feedback
• Group work records • Student-teacher conferences
• Math journals
Products: • Notebooks
• Quizzes • Projects • Photos • Graphs
• Sheet work
Observation: • Checklists
• Problem solving group work • Presentations
All evidence is collected over time from three different
sources to ensure it is reliable and valid
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Triangulation of Evidence Grade 9 English
Conversations: • Student conferences
• Self-assessments
Products: • Reader response journal
• List of books read • Test scores (vocabulary)
• Writing portfolio • Project assessments • Writing sources books
• Notebooks
Observation: • Reading Skills
• Skills of written expression (including writing-process components)
• Listening and speaking skills
Collected over time.
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“The student knows more than the teacher about what and how he has learned - even if he knows less about what is taught.” Peter Elbow
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Force-field analysis
• What are the forces that will support or drive the adoption of formative assessment practices in your school?
• What are the forces that will constrain or prevent the adoption of formative assessment practices in your school?
+! —
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Formative During Instruction After Instruction
Find out what students know
Preassessment
Monitor and adjust teacher and learning
Reflect and plan next steps
Reflect and plan next steps
After Instruction
I C E
tem analysis
riteria analysis
rror analysis
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Learning happens when the teacher provides: • Chances to practice
• Lots of descriptive feedback
• Reviews of the posted criteria, rubrics and exemplars, and scheduled comparison moments for the student to reflect upon their work when compared to the models provided
• Opportunities for students to set goals that are specific, written down, and attainable within a near term time frame © 2008
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“Students can reach any target that they know about and that holds still for them.” Richard Stiggins
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A “No Secrets” Classroom
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“Holding a mind to a subject is like holding a ship to its course; it implies constant change of position with unity of direction.” John Dewey
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Classroom Assessment!
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Teaching Channel Making It Click: Assessment with Technology
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Quick Poll: www.polleverywhere.com/my/polls
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Fran Prolman, Ed.D President
Senior Consultant
Phone: 703.759.1059 FAX: 703.759.1060
P.O Box 563, Great Falls, VA 22066 [email protected]
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