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Leadership Session

Explore the system of formative assessment practices and their connection to self-leadership. Brainstorm various systems, understand their components, and witness how a working system functions. Learn to align the principles of formative assessment to the stages of leadership action. Implement a formative assessment system in your classroom and become a model for others in your school.

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Leadership Session

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  1. Leadership Session Leadership of self linked with a system of formative assessment Cynthia Cuellar Astrid Fossum Janis Freckmann Connie Laughlin

  2. Goal of the session To understand the system of formative assessment practices.

  3. Brainstorming • Brainstorm various systems you know about. • Choose one system to depict on a 8 by 11 paper.

  4. Understanding Systems • A SYSTEM is a collection of parts that interact to function purposefully as a whole. • A collection of auto parts is NOT a system. • A working car IS a system.

  5. We learned in previous sessions…. • Stiggins said: We can build assessment systems. It is not what we grew up in. It is not the one we see in place. But it is the assessment system we can create. • PRIME Leadership Framework:  Stage 1 is a self awareness stage of leadership, a passion for acting upon, modeling; the leaders is respected for his or her own teaching and learning skills.

  6. Silent Writing • Think about Assessment Practicesin your classroom. • Do you have an assessment system? • What are the parts? • How are the parts linked?

  7. Witness movie clip During WITNESS, think about how the barn raising scene reflects a working system.

  8. Witness table discussion • In what ways did the barn raising scene reflect a working system? • What were the parts? • In what ways did the parts interact to function purposefully as a whole?

  9. Think about the barn-raising scene. Imagine what would happen if any of the following were true … • There was no agreement about the units of measurement. • There was no opportunity for the children to learn. • Half the “lifters” decided not to lift. • The whole community decided barns were useless.

  10. Linking the Idea of a System to Formative Assessment • 3 Minutes: On your own, think about a formative assessment system. Write down the goal and the parts of the learning team continuum that make up a formative assessment system. • 10 minutes: In groups of 4, decide on the parts, draw a graphic, and show relationships to reveal a system.

  11. Alignment of the Principles of Formative Assessments to the Learning Team Continuum of Work for Mathematics Principles of Assessment for Learning

  12. Stages of Leadership Action Stage 1: Know & Model Leadership of Self Stage 2: Collaborate & Implement Leadership of Others Stage 3: Advocate & Systematize Leadership in the Extended Community NCSM (2008). Principles and Indicators for Mathematics Education Leaders (PRIME).

  13. Assessment Principle #2 • I use formative assessment practices to inform teacher practices and student learning

  14. Adding to your Graphic Take a different color marker. Add any components or links that were missing from your first version of your graphic. Hang the charts.

  15. What would happen if…. • Students cannot articulate what they are learning during the lesson or the unit. They see the lesson as an activity, missing the mathematics they are learning.

  16. What would happen if …. • Teachers do not make connections between the mathematics embedded in the CABS, the lessons in the math book, and the mathematics students need to learn.

  17. What would happen if …. • Teachers give CABS, write feedback, and don’t make connections to planning and teaching.

  18. What would happen if …. • The only feedback given is in the form of grades on homework or tests. The feedback is not integral to the mathematics taught during the lessons.

  19. What would happen if …. an assessment system was in place in each classroom?

  20. What would happen if …. • Teachers thoroughly plan a lesson and can articulate to the students the objectives they will be learning.

  21. What would happen if …. • Teachers think about the mathematics they want the students to learn and align the CABS with the lessons as part of planning for instruction.

  22. What would happen if …. • Students use the assessment information given to them by their teachers to think about their own progress.

  23. The Challenge: • Think about Leadership of Self • Reflect back on your first notes on assessment practices. What could you add now? • Implement a Formative Assessment System in your classroom, thus becoming a model for other teachers in your building.

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