1. New Teacher Orientation Day 3

2. Goals for Today  Review Homework  Questions about Unit Planning  Delve into Lesson Planning  Continue building our team!

3. Warm Up: Architect Builder

4. Feel Like You’re Building a Plane in the Air?  You’re not alone!

5. Debrief: Unit Planning

6. Balanced Assessment Practices

7. WHERE ARE OUR ASSESSMENT PRACTICES NOW? 7  List the assessments on the sheet provided.  Snowball time! ASSESSMENT Think about the assessment practices that you used in your practicum or you plan on incorporating in your classroom.

8. WHERE ARE OUR ASSESSMENT PRACTICES NOW? Make a chart and record the categories and the number of items in each category. CategoryTestsQuizzes?? Number of Cards in This category 42 Using your table group’s results, discuss what assessment in “looks like.” Whole Group: Dot Summary Table

9. Assessment Strategies A balanced assessment plan is essential to gather evidence of the range of learning within our curriculum.

10. POSSIBLE ASSESSMENT STRATEGIES  Observations and Checklists  Learning Logs  Performance Tasks  Projects  Portfolios  Assignments  Selected Response Tests (Multiple Choice, True/False, Matching)  Short Answer Tests  Extended Response Tests  Written communication  Oral communication  Visual Communication (Graphics, Electronic Slide Shows, Demonstrations)

12. Enduring Understandings about Learner Outcomes Making learner outcomes visible to students throughout the learning process helps students make connections and be actively involved in their learning. Teaching from the outcomes and to the outcomes—and aligning instruction and assessment with the outcomes—deepens student learning.

13. Sharing with Parents 1. Parent Curriculum:  Handbooks  Summaries  Curriculum Express http://education.alberta.ca /parents/resources/hand book.aspx http://education.alberta.ca /parents/resources/hand book.aspx

14. 2. Make your outcomes visible in your classroom.

20. 3. You can include SFOs or essential questions on the front pages of unit/ course syllabi: a. As checklists for the kids b. As communication to parents/ students/ yourself as per the goals of the unit of study. Sharing Outcomes

21. 4. You can use SFOs/essential questions as references on unit tests/ quizzes to guide the students through the exam - each question or set of questions on the exam can be prefaced with the outcomes that have been taught. 4. You can use SFOs/essential questions as references on unit tests/ quizzes to guide the students through the exam - each question or set of questions on the exam can be prefaced with the outcomes that have been taught. Sharing Outcomes

22. 5. Use SFOs/Essential Questions on exit slips that go home at night. Use an outcome covered in class, and stated in student friendly language, and have the child communicate with their caregiver about how they have achieved the outcome (or how they are working towards it). 5. Use SFOs/Essential Questions on exit slips that go home at night. Use an outcome covered in class, and stated in student friendly language, and have the child communicate with their caregiver about how they have achieved the outcome (or how they are working towards it). Sharing Outcomes

23. 6. Use SFOs/Essential questions as a peer assessment conversation starter. For example, each student selects an “I can” statement from a lesson, or a day, and uses this to talk about IF they, and HOW they, have met the outcome. 6. Use SFOs/Essential questions as a peer assessment conversation starter. For example, each student selects an “I can” statement from a lesson, or a day, and uses this to talk about IF they, and HOW they, have met the outcome. Sharing Outcomes

24. 7. At the start of a lesson, use a think-pair-share to clarify what the “I can” statement means with a partner and what evidence might look like. Sharing Outcomes

28. Lesson Plans 3 things to keep in mind …  How are you sharing outcomes with students?  How will you share outcomes with paretns?

30. Reporting and Grading Tests/QuizzesProjects (including research) Daily Work (in-class, homework) Effort/Participation 30 o Consider the grading data. Changes in teaching and learning require changes to our assessment practices.

31. Communication Take-Aways What does your school report card like? What does your school report card like? Percentages? Outcomes-based? Grading Scale? Met not met? Percentages? Outcomes-based? Grading Scale? Met not met? What evidence do you have to collect? What evidence do you have to collect? When do your report cards go out? When do your report cards go out? Do you administrators preview report cards before they go out? Do you administrators preview report cards before they go out? What are the expectations around parent/teacher interviews? What are the expectations around parent/teacher interviews? How will you communicate with parents & students in between reporting periods? How will you communicate with parents & students in between reporting periods? How does PowerSchool influence & aide communication to parents? How does PowerSchool influence & aide communication to parents?

32. Jeanne Rasmussen Special Guest

33. LUNCH

34. Websites of the Day Alberta Assessment Consortia www.aac.ab.ca

35. What’s Available? ElluminateMoodle Teacher Websites Interactive Websites Student Gmail Google for Education Web 2.0 Tools Skype Digital Citizenship Technology in the Classroom

36. LESSON PLANNING

37. Student Engagement Don’t forget discussions from Monday (Schletchy) Many ways to engage students. Consider: What are students …

39. Work on Lesson Plans

40. Revisiting our Wednesday  Debrief Unit Planning  Energizer  TPACK  Lesson Planning

41. Closure: Mentorship Summer Institute Information about Friday Exit Slip

42. Exit Slips One thing I wish we could have done.. One thing I will take away