Characteristics of Effective Teaching and Learning: Its Impact on Teaching and Learning in Jefferson County Public Scho

1. Characteristics of Effective Teaching and Learning: Its Impact on Teaching and Learning inJefferson County Public Schools Assessment Literacy Kentucky Core Academic Standards Characteristics of Highly Effective Teaching and Learning Career and College Readiness MODULE 2

2. Today’s Objective • Gain a deeper understanding of: • Characteristics of Highly Effective Teaching and Learning (CHETL) • Assessment Literacy

3. Learning Targets • I can identify Characteristics of Highly Effective Teaching and Learning (CHETL). • I can identify components of a Balanced Assessment system. • I can compare indicators of Balanced Assessment to CHETL. • I can reflect upon my current practice as it relates to CHETL and Balanced Assessment.

4. College & Career Readiness High Assessment Module 2 HIGHLY EFFECTIVE TEACHING & LEARNING SENATE BILL 1 Middle Kentucky Core Academic Standards Assessment Elementary Module 1 Assessment

5. Highly Effective Teaching and Learning in Kentucky • Creates a common point of reference for discussing effective practices in teaching and learning. • Describes the role of the teacher and student in an exemplary instructional environment. • Allows discussions around a set of research-based descriptors for five components of effective classroom practice: • Learning Climate • Classroom Assessment and Reflection • Instructional Rigor and Student Engagement • Instructional Relevance • Knowledge of Content

6. Jigsaw Activity- CHETL Characteristics of Highly Effective Teaching and Learning (CHETL) Read the CHETL Section assigned to your group • Highlight key words. • What does this definition mean to you? Read the teacher characteristics • Record examples from your practice or instructional strategies that support these characteristics. • Be prepared to share out.

7. CHETL Section 2 • Classroom Assessment and Reflection:  The teacher and student collaboratively gather information and reflect on learning through a systematic process that informs instruction. 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

8. Assessment Literacy An assessment literate teacher understands: • the uses and purposes of classroom assessments for and of learning. • who the users of those assessments are and their information needs. Gathering accurate information Effective use of information and procedures Assessment Literacy

9. What does this mean? Balanced Assessment is Formative and Summative and includes: • Day to day classroom assessments • Periodic interim/benchmark assessments • Annual standardized testing Chappuis, Commodore, and Stiggins 2010

10. Think Pair Share • Look at the descriptions in Section 2 of the CHETL document. • Where do you think you are in your practice using day to day classroom assessments, interim/benchmark assessments and yearly state assessments? • What support do you still need in order to become assessment literate? Let us know!

11. Support • The KDE leadership networks, as well as JCPS, are using Classroom Assessment for Student Learning (Stiggins, Arter, Chappuis, and Chappuis, 2006) as a guide to support our implementation of balanced assessment practices and improve assessment literacy.

12. Next Steps • Module #3– Deconstructing Standards • Module #4– KCAS by grade level, Learning Targets and Formative Assessments • Summer Professional Development – KCAS, CHETL, Assessment Literacy (preparation for first 12 weeks of the school year) • Continuing Professional Development – differentiated to meet the needs of individual schools

13. VISIT FOR MORE INFORMATION

14. Common Language • Rollout – introduction and progressive learning about the standards, assessment and CHETL (Module 1) • Characteristics of Highly Effective Teaching and Learning – CHETL (Module 2) • Balanced assessment including effective use of formative assessment - Assessment Literacy (Module 2 and 3) • Classroom Assessment for Student Learning – CASL (Stiggins, Arter, Chappuis, and Chappuis, 2006) • Kentucky Core Academic Standards - KCAS

15. College & Career Readiness High Assessment Module 2 HIGHLY EFFECTIVE TEACHING & LEARNING SENATE BILL 1 Middle Kentucky Core Academic Standards Assessment Elementary Module 1 Assessment

16. Today’s Objective • Gain a deeper understanding of: • Characteristics of Highly Effective Teaching and Learning (CHETL) • Assessment Literacy

17. Learning Targets • I can identify Characteristics of Highly Effective Teaching and Learning (CHETL). • I can identify components of a Balanced Assessment system. • I can compare indicators of Balanced Assessment to (CHETL). • I can reflect upon my current practice as it relates to CHETL and Balanced Assessment.

18. Exit Slip • Where am I now? • Rank yourself 1-5, 5 being the best, with regards to each component of CHETL. • Rank yourself 1-5 about your understanding of the components of a balanced assessment system. • Where do I need to go? • What additional professional development do you need?