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Hawaii Department of Education

Explore the implementation of formative instructional practices in Hawaii's education system with tools for professional development. Enhance teachers' understanding of CCSS and improve college and career readiness. Interactive sessions with accountability and data collection.

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Hawaii Department of Education

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  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

  5. 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

  6. 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

  7. 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

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

  9. 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.

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

  11. 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.

  12. 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?

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

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

  15. 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

  16. Questions?

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