Summer Institute Overview Part II: ACT Michelle Beavers, PhD Virginia State University

Do You Know Why? LUCKY High results, low understanding. Replication unlikely. LEADING High results, high understanding. Replication likely. LOSING Low results, low understanding. Replication likely. LEARNING Low results, high understanding. Replication unlikely Achievement of Results Understanding of the Antecedents of Excellence Leadership & Learning Matrix, Douglas B. Reeves, PhD.

ACT: Chapter Five: EXAMINING INSTRUCTION Focus: Solving the Learning Problem Focus: Solving the Learning Problem Goal: Understanding both the learning and teaching dimension of the problem. Goal: Understanding both the learning and teaching dimension of the problem. End Result: Effective instruction, improved student learning. End Result: Effective instruction, improved student learning.

Solving & Understanding Solving: Solving: Understanding: Understanding: Take Responsibility- Take Responsibility- –Address what we can control –Take on leadership in the analysis process Identify a Problem of Practice- Identify a Problem of Practice- Accept Ownership- Accept Ownership- –Student learning is affected by teacher instruction –Develop understanding of effective practice –Examine and analyze current practice

End Result Link Learning and Teaching Link Learning and Teaching –Move conversation from students (parents, community, etc.,) to Teachers –Reframe the blame (proactive v. reactive) –Questioning not Defending Culture –Acknowledgement that teaching matters for learning.

ACT Chapter 6 Develop an Action Plan Commit to instructional improvement and write an action plan to increase clarity and transparency in your work. Translate Learning into Action

Select Solution to Implement Identify WHY a strategy has been selected Identify WHY a strategy has been selected Recognize FEASIBILITY of implementation (resources, skills & comfort) Recognize FEASIBILITY of implementation (resources, skills & comfort) Assess Impact (research & data) Assess Impact (research & data)

WRITE THE ACTION PLAN!

ACT Chapter Seven Learning to Assess Progress Determine Determine How To Measure Progress!

Decide HOW and WHEN to measure progress Which assessments? Which assessments? When will each will be collected? When will each will be collected? Who is responsible for collection and tracking? Who is responsible for collection and tracking? How will data be stored? How will data be stored? What are the goals for student improvement and proficiency What are the goals for student improvement and proficiency

Choosing Assessments Short Term Medium Term Long Term Class work & Homework Observing student participation Asking questions about learning Benchmark assessments In-house assessments External & Federal Mandates

Planning to Assess Short Term Medium Term Long Term More than just a check list! Or score! Consider implications of instruction Work collaboratively More than identifying mastery! Consider validity and reliability Common rubrics & scoring Work Collaboratively Do not get tunnel vision! Compare with other information to create a complete picture! Set improvement & proficiency goals.

ACT: Chapter 8 Acting and Assessing Are we on the same page? Are we on the same page? Are we doing what we said we’d do? Are we doing what we said we’d do? Are our students learning more? Are our students learning more? Where do we go from here? Where do we go from here?

INTEGRATE THE ACTION PLAN Into ongoing school work Into ongoing school work –Teams & internal accountability –Classroom visits –Promote consistency rather than conformity –Emergent professional development plans –Communicate –Honest reporting

Virginia State University Monitor Achievement!! Tracking Success!!!! Providing Support!!!

CELEBRATE SUCCESSES