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WHAT IS THE RIGHT STUFF?

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Presentation on theme: "WHAT IS THE RIGHT STUFF?"— Presentation transcript:

1 WHAT IS THE RIGHT STUFF?

2 Teachers collaborating about student work analyze REAL data to promote increased student and staff learning.

3 RESOURCE CD

4 EXAMINING STUDENT WORK: HIGH-IMPACT RESULTS EXAMINING STUDENT WORK BEST PRACTICE CURRICULUM ALIGNMENT TIMELY AND MEANINGFUL DATA ANALYSIS PROFESSIONAL DEVELOPMENT AND ACTION RESEARCH SHARED RESPONSIBILITY INCREASED STUDENT LEARNING

5 VALUE AND RATIONALE What is The Right Stuff? What is Examining Student Work? RESEARCH/RESULTS Trust in Schools Teachers Learn Impact in High Schools RESOURCES High Impact Results Managing Complex Change National Experts

6 WHAT IS THE RIGHT STUFF*HERE? Student Work – Analyze through Protocols Relevant, timely data Authentic Product Student voice Evidence of learning Response to instruction *LEARNING FROM STUDENT WORK (LFSW)

7 WHAT IS LFSW? Teachers looking at individual student demonstration of learning – evaluating, determining instructional needs, determining what is interfering with learning, planning for instruction, teaching to the objective, determining sequence and next steps.

8 WHY TALK TOGETHER ABOUT STUDENT WORK? In schools with low levels of relational trust, there is a 1 in 7 chance of showing gains in student achievement. However…. In schools with high levels of relational trust, there is a 1 in 2 chance of showing gains in student achievement. Bryk and Schneider (2002). Trust in Schools: A Core Resource for Improvement

9 WHY SHOULD TEACHERS LFSW? Reflect on evidence of student learning. Study curricular rigor and alignment. Analyze intent of task. Collaborate with colleagues. Identify teacher misunderstandings. Reflect on evidence of effective teaching.

10 LFSW IN HIGH SCHOOLS? The Aspen Workshop on High Schools recommended in its summary report for the Transforming High Schools Task Force that the continuous and collaborative examination of student work along with the personalization of schooling are the two critical strategies for transforming high schools at the local level.

11 RATIONALE Accurate Assessment of Learning Full Alignment RESULTS Meet Higher Standards Rigorous Instruction Agreement on Proficiency RESOURCES Protocols Videos Using a Structured Protocol

12 HOW DO WE MEET NEW STANDARDS? Though teachers have always examined student work as part of their grading process, the new focus on accountability and standards has driven a more structured and collaborative examination of student work.

13 EXAMINE STUDENT WORK COLLABORATIVELY TO DETERMINE IF…. the assessment instruments are designed to accurately and fairly address what students are expected to learn.

14 GETTING TO KNOW THE LEARNER Students response is the end product of his/her thinking. Analyze to inform instruction. Do students have any skills or knowledge to build on? Do we need a total reteaching of a content? Are students lacking skills and/or content knowledge? Is the design of the assessment itself an issue?

15 AGREE ON PROFICIENCY Protocols Guide: Conversation about TEKS Analysis of Product Requirements Objective Review of Student Responses Instructional Strengths and Needs

16 RATIONALE: WHAT AND WHEN Authentic Work Classroom Observations PLCs, Department, Campus RESULTS Changed Practice Student Voice/Thinking Continuous Improvement RESOURCES Cycle of Inquiry Formative Assessment Cycle Types of Data

17 WHAT IS STUDENT WORK? How would teams examine each? Oral responses Writing Test results – answers to questions Performance tasks Integrated Products (PBL, projects, technology)

18 WHEN TO EXAMINE WORK PLCs Grade-level/department meetings Ongoing study groups (action research) Vertical and horizontal group meetings Selecting and implementing new curriculum or strategy As part of larger professional development

19 WHAT DO WE LEARN? Rich, complex work samples show us how students are thinking, the fullness of their factual knowledge, the connections they are making. Talking about them together in an accountable way helps us to learn how to adjust instruction to meet the needs of our students. Kate Nolan, Director of Re-Thinking Accountability for the Annenberg Institute of School Reform

20 HOW DOES EXAMINING STUDENT WORK HELP TEACHERS? The practice of having teachers work together to study student work is one of the most promising professional development strategies in recent years. Examining student work helps teachers intimately understand how state and local standards apply to their teaching practice and to student work. Joan Richardson, editor of the National Staff Development Council newsletter (Learning Forward)

21 RATIONALE Collaborating about Real Stuff Build Teams Differentiate PD RESULTS Focus on Data Inquiry Model School Improvement RESOURCES PD Strategies Improve Instruction Cycle of Inquiry TCDSS Action Research Guide

22 HOW DOES LFSW PROVIDE PD? Teachers examine their own practice through the lens of student needs rather than the lens of good versus mediocre teaching.

23 WHY COLLABORATE IN A PLC? The most promising strategy for sustained, substantive school improvement is developing the ability for school personnel to function as professional learning communities. DuFour and Eaker, 1998

24 HOW DOES LFSW BUILD TEAMS/PLCS? Focuses on neutral, observable data Challenges assumptions Helps build common understanding of knowledge and skills students need Leads to discussions of work quality Supports a culture of improvement

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26 RATIONALE Multiple Viewpoints & Strategies Deeper Understanding Shared Vision & Commitment RESULTS Effective Teams (PLCs) Trusting, Collegial Culture Shared Commitment to High Performance RESOURCES Stages of Teams/Trust Success Analysis Protocol Tools for Schools (Learning Forward) Website: nsf.org

27 PERFORMING = COMMITMENT

28 HOW DO TEAMS DEVELOP TRUST?

29 WHAT ELSE CAN TEACHERS EXPECT? Team consensus of what constitutes proficient work Formative assessment data Specific information to inform their instruction Strategies for re-teaching Deeper understanding of the intent of the assessed standard / indicator Probing questions to ask students to better understand where they were School Improvement in mdk12.0rg

30 RATIONALE Effective Teams (PLCs) Raise Expectations Talking about Instruction Helps Teachers to Improve RESULTS Focus on Learning Attainment of Goals Increased Achievement RESOURCES PLCs: PD Strategies that Improve Instruction Formative Assessment Cycle Website:

31 GETTING TO KNOW THE LEARNER Students response is the end product of his/her thinking. Analyze to inform instruction. Do students have any skills or knowledge to build on? Do we need a total reteaching of a content? Are students lacking skills and/or content knowledge? Is the design of the assessment itself an issue?

32 HOW DOES LFSW FOCUS ON RESULTS? Determine the nature and extent of student understanding. Clarify learning expectations. Agree on criteria for proficiency. Judge the quality of a task. Determine the implications for instructional practice.

33 FORMATIVE ASSESSMENT CYCLE EXAMINE STUDENT WORK INFORM TEACHER KNOWLEDGE INFORM INSTRUCTION ADMINISTER TASKS (STUDENT WORK)

34 LETS PRACTICE 1.At your tables, work in groups of 4. 2.Each person select one protocol to review. 3.Share purpose and general process. 4.Talk together about how your campus/district teams might use the protocols

35 Teachers collaborating about student work analyze REAL data to promote increased student and staff learning.

36 EXAMINING STUDENT WORK: HIGH-IMPACT RESULTS EXAMINING STUDENT WORK BEST PRACTICE CURRICULUM ALIGNMENT TIMELY AND MEANINGFUL DATA ANALYSIS PROFESSIONAL DEVELOPMENT AND ACTION RESEARCH SHARED RESPONSIBILITY INCREASED STUDENT LEARNING

37 CELEBRATE COLLABORATIVE SUCCESS!

38 LEADING LEADERSHIP Leadership Tools to Guide Data Analysis: Examining Student Work

39 NECESSARY LEADERSHIP Building the Culture Building Teacher Capacity Building Effective Teams Building Rockets – Overcoming Barriers

40 BUILDING THE CULTURE What are the systemic pieces needed in a school to measure student progress over time? What needs to occur?

41 Decisions to Collect Data Building and Administering Assessments Collect Data and Provide to Teachers Analyze Data for Instructional Decisions Data and Student Work Samples Discussed by Teams Student Work Used to Collaboratively Determine Proficiency Student Work Used to Decide Next Learning Steps

42 PURPOSE: Building Teacher Capacity Enhanced collaboration and trust Increased instructional tools Shared leadership Shared responsibility

43 MATCHING LEADERSHIP TO TEAM DEVELOPMENT

44 OVERCOMING BARRIERS Anyone who goes up in this can will be a spam in a can! Time Fear of Failure Dysfunctional Team – Lack of Trust Lack of Structure/Processes Lack of Instructional Resources


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