Our Leadership Journey Cynthia Cuellar Astrid Fossum Janis Freckman Connie Laughlin The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding from the National Science Foundation under Grant No. EHR-0314898.

Session Goals Reflect on the leadership journey and the connections to the PRIME document. Recognize leadership growth in yourself and as a “collective whole.” Reflect on the leadership journey and the connections to the PRIME document Recognize our leadership growth as a “collective whole”

The Focus of Leadership Prime Document : Stages of Leadership and Assessment Principles Assessment for Learning vs. Assessment of Learning: “Inside the Black Box” article and Stiggin’s “Our Assessment Future” video Systems Thinking: Witness video clip, Learning Team Continuum with Formative Assessment Principles Lesson Planning with Formative Assessment: “Learning Intentions” article by Shirley Clarke and Lesson Planning with Formative Assessment form As we wrap up this year’s work in Leadership, lets take some time to look at what we focused on this year. Briefly highlight main areas, next slides go into more detail as to resources they have for each topic

Stage 3: Advocate & Systematize Stage 2: Collaborate & Implement Stages of Leadership Action Stage 1: Know & Model Leadership of Self Stage 3: Advocate & Systematize Leadership in the Extended Community Stage 2: Collaborate & Implement Leadership of Others NCSM (2008). Principles and Indicators for Mathematics Education Leaders (PRIME). Prime Document Assessment Principles Indicator 1 I use student assessments that are congruent and align by grade level or course content. Indicator 2 I use formative assessment practices to inform teacher practices and student learning. We began our years with Stages of Leaderships , set goals for our selves with the understanding that much of what we focused on this year would be Stage 1: Know and Modes, leadership of self. We later focused on what the Prime document stated what actions we as leaders should be doing around assessment. Page 49-52

Raising Standards through Classroom Assessment Inside the Black Box: Raising Standards through Classroom Assessment By Paul Black and Dylan Wiliam The following 5 quotes are from the article Inside the Black Box: Raising Standards through Classroom Assessment. Read all of the quotes and choose one to share with your triad partners. Reflect on the meaning of the quote and the implications for supporting student achievement in mathematics. Example: Assessment refers to all activities undertaken by teachers and their students that provide information to be used as feedback to modify teaching and learning activities. Assessment becomes formative when the evidence is actually used to adapt the teaching to meet student needs. As we began our discussion on formative assessment by , we had a sheet with quotes to help us debrief the “Inside the Black Box” article

Our Assessment Future: Comparing Assessment of and for Learning R. Stiggins video clip Assessment for Learning Assessment of Learning Distinction between Assessment systems Focus of assessment on State Standard Teacher’s Role Student’s Student motivation We watched Stiggin’s video clip on Assessemt of learning vs assessment for learning next. You may have taken some notes as you watched the video

Witness table discussion In what ways did the barn raising scene reflect a working system? What were the parts? In what ways did the parts interact to function purposefully as a whole? We began our work on systems thinking by watching a clip for the “Witness” movie

Alignment of the Principles of Formative Assessments to the Learning Team Continuum of Work for Mathematics Principles of Assessment for Learning Principles of Assessment for Learning Prior to teaching, teachers study and can articulate the math concepts students will be4 learning. Teachers use student-friendly language to inform students about the math objective they are expected to learn during the lesson. (3) Students can describe what mathematical ideas they are learning in the lesson. (4) Teachers can articulate how the math lesson is aligned to district learning targets, state standards and classroom assessments (CABS), and fits within the progression of student learning. (5) Teachers use classroom assessments that yield accurate information about student learning of math concepts and skills and use of math processes. (6) Teachers use assessment information to focus and guide teaching and motivate student learning. (7) Feedback given to a student is descriptive, frequent, and timely. It provides insight on a current strength and focuses on one facet of learning for revision linked directly to the intended math objective. (8) Students actively and regularly use descriptive feedback to improve the quality of their work. (9) Students study the criteria by which their work will be evaluated by analyzing samples of strong and weak work. (10) Students keep track of their own learning over time (e.g., journals, portfolios) and communicate with others about what they understand and what areas need improvement. Learning Team Continuum Stage 1 Learning Targets Stage 2 Align State Framework and Math Program Stage 3 Common CABS Stage 4 Student Work on CABS Stage 5 Descriptive Feedback on CABS Understand importance of identifying and articulating big ideas in mathematics to bring consistency to a school’s math program. Develop meaning for the math embedded in the targets and alignment to state standards and descriptors and to the school’s math program. Provide a measure of consistency of student learning based on standards/descriptors and targets. Examine student work to monitor achievement and progress toward the targets and descriptors. Use student work to inform instructional decisions, and to provide students with appropriate descriptive feedback. We created a poster of our formative assessment system and were introduced to the Alignment of the Principles of Formative Assessments of the Learning Team Continuum of Work for Mathematics.

Next. We read an article on Learning Intentions and practiced Lesson Planning with Formative Assessment on a 9th grade lesson then a 8th grade lesson

Poster Activity As a table, discuss What are the big ideas of each topic? What did you learn about each topic? Whole group debrief We are going to do a poster activity to help reflect on our leadership journey even more Have 4 posters in front of the room with each of the big ideas listed -Tables assigned which poster to discuss as table group -Whole group discuss poster, facilitator charts what table states as big ideas

Linking PRIME Assessment Indicator #2 and the Learning Team Continuum The focus here is to more fully understand what Assessment Indicator 2 really means. The vocabulary used in the text is very dense… we will unpack it and see how this indicator matches the LTC and the formative assessment principles. Possible matches include: “motivate students” “match knowledge and skills” “questions” 11

Matching the two documents Individually, reread Assessment Indicator #2 – Stage 1: Leadership of Self and Stage 2: Leadership of Others sections Take notes, carefully recording important phrases and ideas that will be used in a group discussion Match these phrases to the Principles of Assessments for Learning and the Learning Team Continuum Done in 20 minutes: MTLs will work individually to reread PRIME Assessment Indicator #2. They will record important phrases and ideas from the leadership of self and leadership of others section. Table discussion matching these phrases to the LTC and formative assessment principles Whole group discussion follow 12

Self Evaluation Rubric for PRIME Assessment Leadership Review your rubric from September Adjust your rubric using the word “MAY” Complete the open ended response question. Reflect on your biggest area of leadership growth for this school year. Table/Large group debrief I need copies of the rubric used in September for those MTLS who were either absent or can not find their rubric. Reflect on your biggest area of leadership growth for this school year. For you: For your staff:

Reflect on your biggest area of leadership growth for this school year. For you: For your staff: