1. Teacher Learning How do we effectively support teaching learning of assessment practices within their context?

2. Learning Targets  What are the best practices in learning?  How can we apply best practices in learning to professional development that targets assessment? (in our contexts)

3. Accessing Prior Knowledge Describe the last PD you were involved in:  What were you supposed to learn?  Were you able to apply your learning? Why or why not? Describe the best PD you were involved in:  What were you supposed to learn?  Were you able to apply your learning? Why or why not?

4. Discuss  Focus on if you COULD apply that knowledge to your context.  What were the challenges?  What allowed/support your application of the new learnings?

5. Why is This Important?

6. Emergent Paradigm Activity In your groups,  Reference Shepard’s Social Constructivist Paradigm  Discuss ways these strategies could be implemented to support teacher learning in assessment  Record examples of how this could or has been applied in your contexts *if it makes it easier – focus your discussion on the topic you will be presenting

7. Emergent Paradigm “Social Constructivism” Assessment Strategies Ways to Implement Dynamic On-going Assessment Prior Knowledge Feedback TransferExplicit Criteria A Learning Culture Evaluation of Teaching Self- Assessment EXAMPLE: Co-create criteria on “What makes an effective instructional coach”

8. Activity Discussion  What is an assessment strategy that wasn’t easily transferred to teacher learning?  What was one burning hot idea that emerged from your discussion?

9. Conclusion  “If we merely enable teachers to work together and do not help forge the final link to actual learning, the process will fail.” – Michael Fullan, The Principal; Three Keys to Maximizing Impact

10. Exit Slip  Considering your own context, please take a post- it and: Choose one assessment strategy that you want to experience as a learner. What will your learning look like?