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3- Discoveries- the importance of planning formative assessments and what a huge impact it can have on learning when used correctly

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3- Discoveries- the importance of planning formative assessments and what a huge impact it can have on learning when used correctly

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2-Questions/ideas- for our site it would be important to have an intro meeting about formative assessments and how to implement
1-Focus for tomorrow-

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1.  Collaborative learning (kinesthetic and interpersonal), time for personal reflection and sharing thoughts to come to a new understanding.
2. I like to lead with strategies teachers can take to their classroom and getting teachers to talk and be transparent about challenges and celebrations.
3. I want to honestly reflect on the gaps last year and years past and come up with specific ways we all agree on moving forward.

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I'm a kinesthetic (hands-on) learner.  I like to lead learning by providing teachers with opportunities to apply their learning to their classrooms, in addition to encouraging them to share and reflect on their best practices with one another.  My goal is to spend more time in classrooms and provide more meaningful feedback.

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I'm a kinesthetic (hands-on) learner.  I like to lead learning by providing teachers with opportunities to apply their learning to their classrooms, in addition to encouraging them to share and reflect on their best practices with one another.  My goal is to spend more time in classrooms and provide more meaningful feedback.

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1. I like to learn with others. I find it helps me make meaning and I appreciate hearing different points of view.

2. I lead learning through connecting the new learning to what is already happening and/or the strengths of the various members of my team. Connecting the work allows for a smoother transition into the new learning.

3. I would like to set a goal around supporting teachers understanding the importance of formative assessment and the need for collaboration and reflection to improve practice.

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I love the quote that says the leader is also learning , it makes so much sense to set the example and expectation since a lot of times teachers feel that leaders "don't get it anymore"- having your leader learning with you would feel like they are in the trenches, more teacher buy in

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I love the quote that says the leader is also learning , it makes so much sense to set the example and expectation since a lot of times teachers feel that leaders "don't get it anymore"- having your leader learning with you would feel like they are in the trenches, more teacher buy in

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1. I tend to disappear in a research hole, so I need to create a focus, then do independent research then talk to others to process.
2. I lead via presentation at the county level but a working with people in other states to refine and improve
3. My goal is to curate more resources by attribute/dimension

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1. I like to learn visually, through reading, researching, and watching.  I like to have time to try the new idea/strategy/approach with my students and then have time to discuss with others ways to improve.  

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1. I like to learn visually, through reading, researching, and watching.  I like to have time to try the new idea/strategy/approach with my students and then have time to discuss with others ways to improve.  

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2. I lead learning by sharing what has worked for my students with other teachers.

3. My goal is to help my grade level create common formative assessments, have more open discussions about how our students are progressing, and how we can continuously improve our practice and student learning.

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I learn by doing, researching, collaborating, and reflecting.

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My goal is listen and observe more in order to gather more input and feedback from others.

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1. I am an auditory and kinesthetic learner

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1. I am an auditory and kinesthetic learner

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2.I lead learning by having discussions, hands on, games, collaborative learning.
3. My goal is to be a reflective teacher, to constantly revise and improve

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I feel that #10 is a leadership competency that I consider to be a professional strength of mine because I am very transparent about my learning and struggles with the staff.  

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I feel that #10 is a leadership competency that I consider to be a professional strength of mine because I am very transparent about my learning and struggles with the staff.  

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This year we have grade level prep time which will be AMAZING for working with PLC!

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This year we have grade level prep time which will be AMAZING for working with PLC!

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Leaders adjust schedules and time to support collaborative planning among teachers as they adopt formative assessment practices.

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Leaders adjust schedules and time to support collaborative planning among teachers as they adopt formative assessment practices.

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#7 Our school has created common prep time for teachers to collaborate.

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#7 Our school has created common prep time for teachers to collaborate.

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Leaders monitor and provide feedback to individual teachers, teacher groups, and whole faculty about their progress towards full formative assessment implementation.

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Leaders monitor and provide feedback to individual teachers, teacher groups, and whole faculty about their progress towards full formative assessment implementation.

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1. Leaders develop the capacity of the school implementation team to build common knowledge and expectations, monitor implementation progress, facilitate feedback, and clarify and support the role of teacher leaders.

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Build capacity

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#1-9 are the competencies that I feel that I need to work on as a leader.

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#1-9 are the competencies that I feel that I need to work on as a leader.

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#5 I think although we are continually trying to improve as a school, we need to use specific data to pinpoint a school wide or grade level need, then create a plan of action to target that need.

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#5 I think although we are continually trying to improve as a school, we need to use specific data to pinpoint a school wide or grade level need, then create a plan of action to target that need.

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How does that fit into PBL?

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Assessments should be purposeful, student-driven, and not punitive.  They should also guide instruction in the classroom by identifying student needs.  Formative assessments should be the main focus of a school's assessment system.

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Assessments should be purposeful, student-driven, and not punitive.  They should also guide instruction in the classroom by identifying student needs.  Formative assessments should be the main focus of a school's assessment system.

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A balance in assessment systems and design incorporates the understanding the purpose of the assessment, how it will be used (results); transparency (students understanding the why), and students taking ownership for their learning (and teachers taking ownership of their instruction).

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More time should be spent in formative assessment thus driving instruction leading to less time spent on, and less surprise with, summative assessment.  Tests need to be fully communicated to students - the why and the how you will be using the information to help them.

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More time should be spent in formative assessment thus driving instruction leading to less time spent on, and less surprise with, summative assessment.  Tests need to be fully communicated to students - the why and the how you will be using the information to help them.

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We need to spend more time being reflective but also understanding the importance of keeping our students in the loop of what they need to learn/do so they can take ownership

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We need to spend more time being reflective but also understanding the importance of keeping our students in the loop of what they need to learn/do so they can take ownership

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Our strength is in the standards based planning zone.  Need work on intentional formative assessment planning.  

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Our strength is in the standards based planning zone.  Need work on intentional formative assessment planning.  

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3 *Some teachers seem to use formative strategies but don't do anything with the data.

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3 *Some teachers seem to use formative strategies but don't do anything with the data.

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*Our school uses diagnostic and interim tests, but needs to focus on formative.
*Success criteria is crucial for descriptive feedback.
2 * How can we begin to implement?
*What is the first step to help others implement?
1 *Helping teachers see how the visible learning relates to formative assessment and FANSDiego.

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1. Leaders know and evaluate teachers’ classroom assessment practices and work with teachers to ensure that assessment results are used to help students take next steps in their learning.

2. Leaders plan, present, and/or secure professional learning that supports formative assessment implementation and provides multiple pathways for teachers to learn new formative assessment practices.

3. Leaders develop the capacity of the school implementation team to build common knowledge and expectations, monitor implementation progress, facilitate feedback, and clarify and support the role of teacher leaders.

4. Leaders forecast implementation needs, scan for external resources, and engage these resources, when needed, to strengthen internal knowledge and capacity.

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It is essential for Leadership Teams to know and understand what is taking place in the classroom when implementing school wide interim/benchmark assessments, discussions and analysis of assessments and implementing non-instructional days for analysis of data. It is essential for all stakeholders to understand the "why" in order to ensure fidelity of programs including assessments.

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Leaders know and evaluate teachers’ classroom assessment practices and work with teachers to ensure that assessment results are used to help students take next steps in their learning.Leaders monitor and provide feedback to individual teachers, teacher groups, and whole faculty about their progress towards full formative assessment implementation.Leaders develop the capacity of the school implementation team to build common knowledge and expectations, monitor implementation progress, facilitate feedback, and clarify and support the role of teacher leaders.

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Leaders know and evaluate teachers’ classroom assessment practices and work with teachers to ensure that assessment results are used to help students take next steps in their learning.Leaders monitor and provide feedback to individual teachers, teacher groups, and whole faculty about their progress towards full formative assessment implementation.Leaders develop the capacity of the school implementation team to build common knowledge and expectations, monitor implementation progress, facilitate feedback, and clarify and support the role of teacher leaders.

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1. Leaders forecast implementation needs, scan for external resources, and engage these resources, when needed, to strengthen internal knowledge and capacity.

Leaders model a culture of learning whereby administrators and teachers learn together, are encouraged to take risks, try new practices, and receive ongoing feedback in service of their learning.

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Leaders know and evaluate teachers’ classroom assessment practices and work with teachers to ensure that assessment results are used to help students take next steps in their learning.

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Leaders know and evaluate teachers’ classroom assessment practices and work with teachers to ensure that assessment results are used to help students take next steps in their learning.

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Teachers and students understanding the "why?" Focusing and pinpointing one area of need to tie the formative assessment to. Using specific feedback. Success criteria...pg. 52 "Visible Learning"

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Successful- arts integration in the classroom- we had two leaders who talked to us about integrating VAPA into our teaching- we had to reflect, had a mentor, debriefed, revised, asked questions, a lot of support was what made it successful.

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Successful- arts integration in the classroom- we had two leaders who talked to us about integrating VAPA into our teaching- we had to reflect, had a mentor, debriefed, revised, asked questions, a lot of support was what made it successful.

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Unsuccessful- had a boss who had the shoot then aim approach with certain things he asked us to do, as a teacher it was very frustrating to get thrown a bunch of things to do with no plan, he had good intentions but don't think he realized what it was like for us in the trenches

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PBL Backwards Design Template at staff meeting. This was unsuccessful because staff felt very overwhelmed by the information. Once training had started, I realized I assumed that they knew more about PBL than I had realized.  I should have done a diagnostic practice to see where they were before the training.  Even a survey questionnaire.

As a consultant being able to guide a school through the beginning ideas of arts integration and content delivery. It was great to work with the same teachers for a whole year and experience a very successful launch of their first Exhibitions for the community.

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Over time, constructed responses school wide became successful because teachers started tracking the data and actually using it to inform their instruction instead of complaining that it was too difficult for their students. Once the teachers and students understood the "why", everything seemed to follow from there.
Unsuccessful
Constructed responses school-wide: For the first couple years, teachers didn't empower the students by giving them strategies or put rubrics into use. Not understanding the "why."
Learned:  Change takes time.

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We successfully implemented common tasks in our grade level teams, because we had common planning and debrief time, and had guidance from a content expert.
Our "instructional rounds" were not successful because the why was not addressed, it was not planned with teachers but instead handed down from above.
Success vs not= With instead of to

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Successful: well-planned, and focused. While we did have meetings to how to implement and those meetings were with the Leadership Team; we did obtain feedback and input from teachers, staff, students and parents via surveys, conversations, and presentations along the way.

Unsuccessful: because we did not include representatives from various stakeholders. The assumption was made that we knew what they wanted.

LEARNED: Even though we/I wanted change fast..in order to be successful and ensure the implementation of the program would be long-lasting, the input and feedback of various stakeholders is critical.