1. Our Leadership Journey Cynthia Cuellar Astrid Fossum Janis Freckman Connie Laughlin

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

3. The Focus of Leadership  PRIME Document  Assessment for Learning vs. Assessment of Learning  Systems Thinking  Implementation Strategies  Concerns Based Adoption Model (CBAM)  Dissemination Strategies  Lesson Planning with Formative Assessment

4. 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). 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. PRIME Document

5. 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: 1) 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.

6. Our Assessment Future: Comparing Assessment of and for Learning R. Stiggins video clip Assessment for LearningAssessment of Learning Distinction between Assessment systems Focus of assessment on State Standard Teacher ’ s Role Student ’ s Role Student motivation

7. 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?

8. Alignment of the Principles of Formative Assessments to the Learning Team Continuum of Work for Mathematics Principles of Assessment for Learning (1)Prior to teaching, teachers study and can articulate the math concepts students will be4 learning. (2)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. Principles of Assessment for Learning

9. Implementation Strategies Guideline 1: Focus on the System, Not the People Guideline 3: Expect the System to Resist Interventions Meant to Disrupt the Stability of the Current System Guideline 4 : Evaluate the System According to the Organization’s Core Values

10. Types of Dissemination Strategies ImplementationTraining, assistance, and support for using a new program or practices. Outcome goal : Systemic ExchangeSharing information, materials, or perspectives, related to refining practices or ideas; when information,products, or observations are shared. Outcome goal : Engagement SpreadOne way of broadcasting information to increase awareness. Outcome goal: Knowledge

12. Poster Activity As a table  create a poster with 3 big ideas from your assigned topic  hang up completed poster Whole group debrief

13. Linking PRIME Assessment Indicator #2 and the Learning Team Continuum

14. 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

15. 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

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