C:\Documents And Settings\Anderb04\My Documents\Trainings\2007 08\October\What We Teach
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Presentation for October 2007 MCPS Media Specialist professional development covering assessment added to the IL Guide
![Directions Planning and your school culture ,[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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C:\Documents And Settings\Anderb04\My Documents\Trainings\2007 08\October\What We Teach
- 1. What we teach and how we assess student learning is impacted by the culture in each of our schools.
Notas do Editor
- All our schools have different levels and forms of collaboration. We all may be a different stages of collaboratively looking at student work. As media specialists we need to understand this culture in our schools and work towards being partners in looking at student work. First, we must acknowledge where we fit into our school’s culture.
- Think about the culture in your school and answer the questions on top part of the light green sheet from your packet of handouts. You’ll have about 5 minutes to think about this. If need you can discuss ideas at your table, but answer for your individual school. How do you know what the teams are teaching at each grade level? How/when does your school look at student work and share next steps? What is your role in your school’s instructional program? How do you know what the teams are teaching at each grade level?
- Here’s time for some movement. Show of hands first to see if tables are already divided by high and low levels of collaboration. Please get up and stand on this side of the room if you said that your school has high level of collaboration. Move here is low level. Now let’s group with tables having a mixture of high and low levels of collaboration. Please continue to fill out the green form by discussing the questions at the bottom on the paper. You will have 10 minutes to complete this part. You will use this information in awhile to set a goal for yourself this year.
- So what have we added to the guide to support your looking at student progress towards learning goals? What’s new in the guide is the purple handout in your packet.
- A copy of this rubric is in the packet. It is blue. Please note that each level starts by stating either stating library media specialist or library media specialist and classroom teacher. Please note that we have removed value judgments. Note that we (SLMP) are aware that your level of collaboration depends on the culture and your role in the school. What we would like you to understand is that you are responsible for assessing and communicating student learning that is taking place in the media center. SLMP’s performance measure for the MCPS budget book is no longer using levels of collaboration. We will be monitoring the departments performance by the number of assessments that we write to support the integration of IL skills with the content curriculum. So at the school level we might want to start collecting data on how we are assessing student learning.
- Patricia Warnock-Safford went through the curriculum charts and the grading and reporting guides for grades 1, 2, 3 and matched data points with connections that appear on our curriculum charts. This is just one way that you can support the monitoring of student progress towards the learning goals. Also were social studies and science connections.
- Patricia also wrote a new first grade social studies lesson. Added instructional data point ideas to some of the existing lessons.
- These two additions are in your packet white paper. Please take some time to study these additions. Great tools for supporting our integration whatever your level of collaboration might be.
- Counting the number of lessons – each time you teach a lesson to students even if it is the same lesson, you count as one. If that lesson has multiple skills you count all skills taught. For example in one lessons you might teach keywords and asking questions. It’s not counting the number of times we do something. It’s monitoring student progress to achieve goals. Need proficiency levels defined for the different skills to truly monitor student progress. Until we do this, we really are just counting the number of times we do something. We have listened and will do second quarter (make graph). There were comments that other parts of your programs are not being acknowledged, so let us know what you would like to have acknowledged an we will put it in. We will put a reminder