Hawaii Department of Education

1. Hawaii Department of Education Bridging the Gap: Professional Development Protocols “Tools for Schools”

2. College & Career ReadinessTools for Schools Professional Development • Rationale • Inconsistent implementation • Tri-Level: State to Complex Area to Schools • Varied levels of understanding of • CCSS and Formative Instructional Practices • Geographic challenges • Statewide system on 7 Islands

3. Hawaii Department of Education 1 Statewide System 7 Geographic Areas 15 Complex Areas 280 Schools 13,000 Teachers 180,000 Students

4. Content/Process • Interactive • School-specific discussions • Differentiated through follow-up activities and resources • Accountability & data collection

7. AGENDA the bottom line • Definition and Power of • Formative Practices 2. Formative Instructional Practices Where am I going? Where am I now? How do I close the gap? 3. Commitment to Action

8. Formative Instructional Practices * • Students’ learning is impacted positively by these practices: • Where Am I Going? • a. having clear learning targets • b. setting and using criteria using work samples • Where Am I Now? • a. receiving descriptive feedback • b. self-, peer-assessing and goal-setting • How Do I Close the Gap? • a. focus on one component of quality at a time • b. short practice assignments to scaffold learning • c. students keep track of learning (portfolios) and • share it (student-led conferencing) *Seven Strategies of Assessment for Learning, Jan Chappuis. 2011

11. 1. Where Am I Going? 1.b. Co-construct Criteria Using Student Work: • Watch 3 video clips of oral presentations as samples of student work. • As a large group, chart a list of criteria for a strong oral presentation. • Sort the criteria list into 2-3 categories (ex: content; presentation or delivery etc.) Compare with the example provided in handout 6. • (optional) Create 3 levels of quality for the categories generated above (also see handout 7 as an example). Total Time : 13 minutes

13. Common Criteria Delivery • Volume • Articulation • Pace • Eye Contact Organization • Clear introduction • Ideas organized logically • Conclusion

14. 2. Where Am I Now? • 2.a. Descriptive Feedback: • Watch another video clip of a student’s oral presentation • Give descriptive feedback using the rubric in handout 7 by highlighting, circling or writing comments. (teacher feedback) Total Time : 4 minutes • 2.b. Self-, peer-assessing and goal-setting • In addition to teacher feedback, students can self- and peer-assess their work based on the rubric • co-constructed by them. • Next step for students will be to set goals.

16. In Summary…..Key Aspects of Formative Assessment Modified from Black and Wiliam, 2009

17. Commitment to Action • What is one thing you will try next week? Next month? And this school year? (use the Formative Instructional Practices handout for ideas) • Please use handout 9 and give to the facilitator.

18. Survey Questions Likert Scale • Rate the level of impact this protocol will have on your practice • Rate the level of understanding learned or gained from this protocol • Rate your satisfaction level on this protocol Open Ended Comments • What other resources would be helpful? • Any other questions or comments about the material in this protocol?

19. Elementary Feedback on Protocol #1Formative Instructional Practices High Medium Low

20. Secondary Feedback on Protocol #1Formative Instructional Practices High Medium Low

21. Lessons Learned • Allow more time to complete the protocols • More time for school collaboration • Differentiate more effectively • Deepen understanding through activities • Include more ways to see examples • Extension activities for topics presented

22. Questions?