Hastings and Prince Edward District School Board

1. Hastings and Prince Edward District School Board Assessment Informing Practice  SIM Network December 1, 2010 What’s SIM all about?

2. SIM Network Agenda 9:00 Opening Messages 9:10 Assessment for and as learning 9:50 Collaborative Inquiry – What is it? 10:30 Break 10:45 Developing the Inquiry Question 12:00 Lunch 12:45 Co-Teaching Models - Setting the Conditions 2:00 School Team Inquiry Planning 3:00 Sharing of Planning and Closing Messages 3:30 Administrator’s Meeting

3. Professional Learning for all Staff Networks

4. Success for Each Student

5. School Effectiveness Framework Indicators • 1.1 Students and teachers share a common understanding of the learning goals and related success criteria. • 1.2 During learning, students receive ongoing, descriptive feedback based on the success criteria from the teacher and from peers. • 2.1Collaborative instructional leadership builds capacity to strengthen and enhance teaching and learning. • 2.4 Job-embedded and inquiry-based professional learning builds capacity, informs instructional practice and contributes to a culture of learning. • 4.3Teaching and learning incorporates 21st Century content, global perspectives, learning skills, resources and technologies. • 4.4 Learning is deepened through authentic , relevant and meaningful student inquiry, (at the school inquiry based teaching and strategies support student inquiry).

6. School Effectiveness Framework SEF 1.1 Students and teachers share a common understanding of the learning goals and related success criteria. SEF 1.2 During learning, students receive ongoing, descriptive feedback based on the success criteria from the teacher and from peers.

7. Assessment Embedded in Inquiry • As teachers we continually adjust and modify instruction based on student need. We gather this information continuously, through a variety of assessment practices. We need to always be keeping in mind where and how we embed opportunities for students to self-monitor, and self-assess

8. Assessment for and as Learning “Learning is easier when learners understand what goal they are trying to achieve, the purpose of achieving the goal, and the specific attributes of success.” Chappuis, 2002 “When we invest time up front to build the vision [of what students are to learn], we gain it back later in increased student motivation and the resulting higher quality work.” Chappuis 2009 http://www.edugains.ca

9. Assessment for and as Learning

10. Learning Tasks • Think/Pair/Share: Define assessment for, as, of, learning. • Activity 1: Read the descriptions of classroom activities (on the hand-out) and decide whether the descriptions reflect assessment for learning, as learning, or of learning. • View: Rethinking Classroom Assessment with Purpose in Mind • Discuss: The ‘Pyramid of Assessment’. • Identify: The practices that teachers use to improve student learning. • Discuss: How are teachers empowering students to monitor and direct their own learning?

11. Assessment Pyramid

12. School Effectiveness Framework SEF 2.4 Job-embedded and inquiry-based professional learning builds capacity, informs instructional practice and contributes to a culture of learning.

13. Collaborative Teacher Inquiry

14. Learning Task • Number off 1-7 at your table • Move to corresponding table number • All read p. 1 & 2 of the Seven Principles of Teacher Inquiry and your corresponding ‘Principle’ • Discuss the characteristics of the principle to develop a common understanding • Generate and chart If…then… statements to share your common understanding of the principle. If collaborative teacher inquiry is reasoned, then participants will analyze data to understand the evidence collected.

15. School Effectiveness Framework SEF 2.4 Job-embedded and inquiry-based professional learning builds capacity, informs instructional practice and contributes to a culture of learning.

16. Drafting an inquiry question / statement What is the impact of _____________________ (teacher practice based on evidence-informed instructional approaches) on ___________________ ? (student learning linked to curriculum expectations) --------------------------------------------------------------- If ______________________________________ (teacher practice based on evidence-informed instructional approaches) then ____________________________________. (student learning linked to curriculum expectations)

17. Developing Inquiries Purpose: Narrowing our focus: developing the inquiry question / statement How does it align with school needs as recognized through SIPSA planning and SEF self-assessment? How does it meet the needs of your students? Is it subject-specific? Is it strategy-focused (i.e., student learning through collaborative group work)? How does our inquiry facilitate student learning? How is assessment embedded (success criteria and feedback)? How might you measure impact?

18. Talk Time • Half of table talk to each other about questions posed on the template • Other half of the table listen and record what is heard • Switch roles • Use information gathered to help develop inquiry question / statement

19. Talk Time Organizer

20. Sharing • School teams to share thoughts, reflections, process, etc…

21. School Effectiveness Framework Indicator SEF 2.1 Collaborative instructional leadership builds capacity to strengthen and enhance teaching and learning.

22. Co-Teaching, Co-Learning Models • Video clip from SEF web casts – available on Ministry site and SEF DVD.

23. Models for Co-teaching • There are multiple models that work for the co-planning, co-teaching, and co-reflecting component of your inquiry.

24. Sample Model

25. LNS Model Primary Inquiry • Host teacher shares current curriculum focus area • Team reviews student samples and based on student needs, deconstructs the expectation to narrow the focus for lesson, learning goal is precise and specific – planning links back to the teacher inquiry • Plan the lesson including a small group collaborative task which aligns with learning goal and elicits thinking • Develop observation sheet which focuses on what students are thinking/saying/doing • Determine roles, lead teacher, observers Co-plan Half day Co-teach 2 days later • In each phase of the lesson Before/During/After observers capture what they see and hear • Observers do not evaluate, judge or interpret what they are seeing and hearing Debrief after lesson • Analyze and interpret observations, focus on student thinking, what was seen and heard • Develop possible next steps for whole group as well as strategies for specific groups and individuals • Determine next steps and monitor progress

26. Collaborative Inquiry in Learning Mathematics Model

27. Co-teaching: Planning for Success • Brainstorm at your table what factors are required to set the conditions for a successful co-teaching day. Record your ideas on a flip chart under the headings student, teacher, classroom.

28. School Effectiveness Framework SEF 4.3 Teaching and learning incorporates 21st Century content, global perspectives, learning skills, resources and technologies. SEF 4.4 Learning is deepened through authentic , relevant and meaningful student inquiry, (at the school inquiry based teaching and strategies support student inquiry).

29. Planning a Task for Co-teaching • Planning for the task requires careful consideration. • Things to think about: • Connections to curriculum • Determining a learning goal • Student engagement through authentic thinking tasks • Embedding assessment • Multiple entry points (based on student need/ readiness) • Connection to inquiry question / statement • Time factors • Once a team has decided on their learning goal, their task, and methods of assessment (all related to their inquiry), they need to decide on the opportunities for student observation.

30. A Possible Planning Template

31. Observing Students • Who’s observing? • What will observation look like? • Focus on 2 questions: • What are students saying? • What are students doing? • Recording what we see not what we don’t see. • Analysis takes place at the debrief. • Be precise in descriptions, not general: • i.e., students worked on a sophisticated math problem (general) • i.e., Task: Find different ways to create a total of 31. Student 1 wrote in math workbook: 5+5+5+5+5+5+1= 31, student 2 wrote: 41-10=31, 2+3x3+16=31 (specific).

32. Simcoe County DSB • http://www.edugains.ca/resources/LeadingChange/InnovationsbyBoards/AP_Co_Plan_Teach_Debrief/ • Co-teaching: Action (student observation activity) Use the observation framework to record student thinking.

33. Collaborative Inquiry Poster

34. School Team Inquiry Planning – Discussion Items • Refine or re-assess inquiry question – is it a cross-curricular focus or subject-specific? (use SIPSA, SEF self-assessment, analytic discourse, etc…) • Decide on roles for the co-teaching part of inquiry • Decide on model • Decide on student observation piece • If time, begin to look at related curriculum expectations Reflections: • How might we use our reflections moving forward? • How does it impact what we do? • How do we keep our inquiry alive after a cycle of co-teaching?

35. School Team Inquiry Planning - Sustaining Classroom Learning

36. Collaborative Inquiry Session Feedback • Please take the time to give us some feedback. • On the back of the page you can record your questions and comments. • This feedback will help us when preparing for future sessions.

37. Next Steps… • Please communicate dates to Jennifer Birt via e-mail: jbirt@hpedsb.on.ca