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WHERE Do We Start If we are to RAISE Expectations Without Overwhelming Our STUDENTS and Our TEACHERS? 1014 Northeast Drive Jefferson City, Mo 65109 573-635-2299.

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Presentation on theme: "WHERE Do We Start If we are to RAISE Expectations Without Overwhelming Our STUDENTS and Our TEACHERS? 1014 Northeast Drive Jefferson City, Mo 65109 573-635-2299."— Presentation transcript:

1 WHERE Do We Start If we are to RAISE Expectations Without Overwhelming Our STUDENTS and Our TEACHERS? 1014 Northeast Drive Jefferson City, Mo February 2014

2 Catching Up or Leading the Way: American Education in the Age of Globalization Yong Zhao Warns: …adopting national standards, could cause us to produce a homogenous group of individuals with the same abilities, skills, and knowledge… America needs a citizenry of creative individuals with a wide range of talents to sustain its tradition of innovation. Americans need talents and abilities that are not available at a lower price elsewhere on earth. …the new changes demand us to rethink what knowledge is of value in the future.

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5 The National Survey on Teacher Perspectives of the Common Core Standards EPE, Education Week, 2013 Teachers cited the need for: 74% More planning time 72% Access to aligned curricular resources 72% Access to aligned assessments 71% More collaboration time with colleagues 67% More information about new expectations of students 57% More information about how the CCSS changes instructional practice 33% More information about changes from previous standards 5% Other ADDITIONAL TRAINING SUPPORTS Note: Respondents were asked to select all answers that apply. Individual items do not sum to 100%.

6 What do our teachers [and students] really know about the new standards? 1.Have they been given time to actually read them and consider how they will change what has been the status quo in their classroom? 2.Have they had opportunity to analyze, through collaboration, what will be needed to help their students overcome certain difficulties they will likely encounter? 3.Have they discussed at grade/course level how they can best implement the changes without sacrificing creativity and the capacity for innovation?

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8 Has training been conducted to help teachers know… How to cover the topics outlined in the Scope and Sequence of their Curriculum? We write curriculum, but do our teachers really understand the expected level of implementation? Do they know what rigor looks like in the classroom? What about the learning progressions for each standard?

9 Have teachers had the opportunity to… examine instructional strategies and how to effectively use instructional materials they have available? AND identify anticipated areas where students may struggle, so they can acquire supplemental material, to provide students opportunities to learn to deeper levels?

10 We can’t just pass out a new curriculum aligned to the MLS… – Pointing out all the “new stuff” – Listing where “things” have moved to – What is no longer even in the standards… And expect “everything” will be OK!!!

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12 ASSESSMENT What we choose to evaluate and how we choose to evaluate delivers powerful messages to students about those things we value. Students view their learning and their sense of worth through the lens we help them construct unless they cannot bear to look through it.” Staytor and Johnson, 1990

13 What are we doing to assure our teachers understand how to use assessments - (which kind) to gather (what) data for (what) purpose…

14 Why Accuracy Is Important Assessment information can be inaccurate in one of two ways: We think students have learned material when they actually have not We think students haven’t learned material when they actually have Problems for teachers? Problems for Students? What problems for teachers and students would arise from each of these situations?

15 Quality Classroom Assessment… Is accurate Is used to maximize student achievement, not merely measure it Results in a productive response regardless of level of achievement

16 Productive Response: I know what to do I can handle this I choose to keep trying Unproductive response: I don’t know what to do I don’t get it I’m probably too stupid I give up

17 Data Analysis understanding not only what the standardized assessment data is telling, but what classroom assessment data is also revealing Are teachers looking collectively at results from:  Formative Assessments  Common Assessments  Summative Assessments ‘The power of collaboration is one of the best ways to empower greater teacher effectiveness.’ How do your Data Teams operate?

18 Properly empowered Data Teams Can… Review Data from all assessment formats Analyze and group students by skill level- identifying high priority students based on progress toward year-end benchmarks. Strategize on next steps: – What additional data is needed to plan for next steps – Are additional resources needed for effective instruction – Is there a need to vary instructional methods

19 S-T-R-E-T-C-H Assessment Practices Have we created classroom environments where students are a vital part of their own learning through assessment? Have we taught students how to use results of formative assessments to recognize their own patterns of learning? Have we taught them how to use the results to help them plan their next steps to deeper understanding?

20 Helping students to recognize their own strengths and weaknesses is vital to improvement. That is just as important for above-level students as it is for those of who are performing below-level. Just knowing students are achieving or struggling is not enough. We also have to pinpoint skills students are struggling with in order to prioritize instruction and effectively maximize instructional time.

21 Tracking Individual Students: What systems are in place to… Pre-determine/identify early warnings of student(s’) trajectory of failure Help teachers prioritize time and act immediately to support student(s’) instructional needs (rather than waiting for them to fail)? “Every day, students need to leave a track of their learning.” Cris Tovani

22 Tovani goes on to say… “Students have to be a part in identifying what they will need – what they are shooting for.” They need to communicate: Here’s What I Need Here’s What I Don’t Know Here’s what I Know Here’s where I am

23 A key premise is that for students to be able to improve, they must have the capacity to monitor the quality of their own work during actual production. This in turn requires that students: Know what high quality work looks like Be able to objectively compare their work to the standard Have a store of tactics to make work better… based on their observations --Royce Sadler, 1989

24 “The real voyage of discovery consists, not of seeking new landscapes, but in seeing through new eyes” Marcel Proust

25 SELF Student SELF-assessment is crucial for feedback to be used effectively. Students are the ones who must ultimately take action to bridge the gap between where they are and where they are heading. The transition from feedback to self-monitoring can occur only when the student comes to know what constitutes quality. --Sadler, 1989

26 NEW IDEA: Formative assessment can and should be done BY STUDENTS BY STUDENTS, students and teachers use as well as by teachers. The key to improvement is how students and teachers use assessment information.

27 If we are to maximize Student Involvement, we must commit to… Clear Purposes: Students are important users of assessment information Clear Targets: Students need to understand the targets, too Sound Design: Students can self-assess and set goals, too Effective Communication: Students need descriptive feedback, and can communicate about their own learning

28 Support for teaching Specific Concepts in the new Standards… Have you, along with your teacher teams, created a framework of strategies and resources that will help set teachers and students up for Success? Do they include ‘diverse strategies and resources’ to address a wide range of learning styles and individual creativity? (of both the students and teachers)

29 If we are to RAISE Expectations Without Overwhelming Our STUDENTS and Our TEACHERS We cannot forget the behind the scenes needs of both populations. It is not an easy journey – it requires commitment and consistency if we are to improve; not just test scores, but the ability of American students to meet the challenges and opportunities brought about by globalization and technology. Paraphrased from the work of Yong Zhao, Catching Up or Leading the Way

30 Peter Seeger: A See-Saw with a bag ½ full of rocks at one end and a bag ¾ full of sand at the other will eventually tilt when even-teaspoons full of sand are added at a constant pace over time… progress requires commitment, patience and perseverance.


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