6 Today’s Focus Teachers make the difference Teacher learning as developing adaptive expertiseInquiry and knowledge-building as formative assessmentWhat this means / doesn’t mean- but they can’t do it on their ownWeaving evidence, inquiry and standards to build better schools
7 Adaptive and Routine Experts Adaptive experts:Routine experts:Flexibly retrieve, organise and apply professional knowledgeRecognise when old problems persist or new problems arise and seek new informationApply a core set of skills with increasing fluency and efficiencyBased on notions of novice to expertsThe Challenge:Shift from thinking about routine to adaptive expertise
8 Teacher inquiry and knowledge-building cycle to promote valued student outcomesWhat knowledge and skills do our students need?What knowledge and skills do we as teachers need?What has been the impact of our changed actions?Deepen professional knowledge and refine skillsEngage students in new learning experiences
9 Framing some Formative Assessment Questions Where am I goingHow am I goingWhere to next
10 Where am I going For teachers this means: For their students What vision of what they should know, do and be?Specifics of that context e.g. NumeracyFor themselvesAs a professionalIn that context e.g. An effective numeracy teacher
11 The ChallengeHow explicit are these kinds of vision for your students and yourselvesE.g. If you use the inquiry cycle – do you relate it to a bigger picture vision of the kind of professional you want to be?Do you refer to students as underachieving or those whose learning needs are not being met?What problems might arise from leaving these bigger picture ideas under the surface?
13 How am I going Teachers two levels in a formative assessment framework Themselves Their students
14 Teacher inquiry and knowledge-building cycle to promote valued student outcomesWhat knowledge and skills do our students need?What knowledge and skills do we as teachers need?What has been the impact of our changed actions?Deepen professional knowledge and refine skillsEngage students in new learning experiences
15 Some Challenges Beliefs about the purposes of assessment Students’ capabilities or teaching effectiveness?Current levels of satisfaction with how well students are learningDifficulty of assessing teachers’ knowledge and skillsself-perception unreliableIt’s an emotional exercise
16 Principal and two teachers’ talking about a group of Samoan Year 4 students [meeting in May] Principal: When you saw the writing results for the group what was your first reaction? How did you interpret that data?Teacher: It reinforces what I had seen in their first writing assessment - there was little structure in the surface features … so it was in my opinion very low but predictable.What is the teacher’s theory of action?How could the principal/facilitator challenge it?
17 Linking the Ideas Routine experts Adaptive experts Assessment is about the effectiveness of teachingInvestigating teaching effectiveness is essential to improvementThe inquiry cycle provides a frameworkEmotionally exciting – sometimes uncomfortableAssessment is about how well students learnInvestigating teaching effectiveness undermines professionalismInquiry cycle is a series of steps to endureEmotionally threatening
18 How do you deal with the emotional stuff in your school? Work with the willing and leave the unwilling alone?Skip the bits that might push someone’s buttons?Don’t push the boundaries too hard?OR SYSTEMATICALLY DEVELOP ADAPTIVE EXPERTISEUnpack the level at which your ideas are in competition with theirs and why they are feeling threatened?Debate the competing ideas?
19 Where to Next Students Teachers Impact Deepen knowledge Learning experiences
20 Where to Next Based on analysis of first two parts of cycle Driven by teachers “need to know”, not someone else’s “desire to tell” youGrounded in evidence about teaching and learning in the particular situationSystematically builds theoretically informed knowledge and practiceParr & Timperley (2010) r=.685, p<.01Fundamental difference from reflective practice
21 What it means and doesn’t mean What it doesn’t meanStart with student outcomesIntegrate assessment, curriculum and how to teach itIntegrate theory (why) and practiceAssessment is about teaching effectivenessStart with a new idea about teachingHave separate courses on the three areasJust focus on the practiceAssessment is about students’ capabilities
22 What it means and doesn’t mean What is doesn’t meanYou need multiple opportunities to learn and apply new knowledgeApproaches are responsive to your learning needsThose who work with you have expertise and understand you as a learnerGoing to one-off workshops and forgetting it all the next dayApproaches based on the “one size fits all” principleThose who work with you expect you to immediately understand and get it right
23 Where to Next Students Teachers Impact Deepen knowledge Learning experiences
26 If we are to make a difference The national problem becomes a school problem and a focus in your classroomsYour schooling improvement focus is to teach those students under-served in our schools in a supportive school environment that develops your adaptive expertiseThen your “need to know” drives the learning agenda to meet the needs of all the students in your schools