PPT from May 31- June 1 PD Days in Presidio, Texas

1. Presidio ISD:Quality Teaching, Learning and Assessment Systems District Professional Development Days May 31 – June 1, 2010

2. May 31 – June 1 Professional Development Days Essential Questions What are the critical components of a quality teaching, learning and assessment system? What characteristics, structures and processes are essential for effective professional learning communities? 2

3. May 31 – June 1 Professional Development Days Assessment Identification or development of shared vision for quality teaching and learning. Review of existing classroom and benchmark assessment systems. Refined or newly developed assessments for first 6 weeks units. Professional Learning Communities Grade level/department review and identification of strengths and opportunities 3

4. PD Schedule: May 31st – June 1 4

5. Quality Teaching & Learning Confirming a Shared Vision 5

6. Quality Teaching & Learning Silently observe the video Without any conversation in your group, answer the following question: If you had to grade the lesson (A+, A, B+, B, C+, C, D, F), what would that grade be? http://tinyurl.com/PISD531 6

7. Survey says….. Having made your decision, now think about what criteria you used for the grading. Examine what evidence led you to give the lesson the grade you did, whether high or low. Jot down a few thoughts that explain your thinking. Having viewed the results, discuss your rationale for the grading with others at your table. 7

8. PISD Teaching & Learning System 8

9. Quality Assessment: Critical Components Constructing Shared Understanding of Assessment Best Practices 9

10. Assessment: Points to Ponder Teaching without learning is just talking…. Quality assessments enable teachers to obtain useful feedback on what, how much and how well students are learning… Teachers need a continuous flow of accurate information on student learning… Central purpose of assessment is to empower teachers AND their students to improve the quality of learning… -Angelo & Cross 10

11. Reflective Reading Protocol Read your assigned article Highlight three sentences that reflect the most essential ideas developed. Be prepared to share each sentence along with a rationale for why you think it is essential. 11

12. Reflective Reading Protocol Read…Reflect Select one person to share their FIRST idea. Listen to the sentence they selected and WHY. Next person shares… repeat the cycle Refine Discuss the ideas shared by each member Develop a summary of key insights based on your discussions (mhooper.westga@gmail.com) Report Two minute summary… 12

13. Quality Assessment Classroom & Benchmark Assessments 13

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15. Benchmark Assessments Purpose: to provide an overall view of student performance based on PISD C-Map expectations Designed to complement classroom assessment 6 –week Cycles Predictive for end of year Cumulative Used to identify and plan for intervention 15

16. Quality Benchmark Assessments Each test item is directly linked (and labeled) to specific TEKS and teaching units Assessment must include multiple types of items TAKS formatted multiple choice (selected response) items Open-ended/constructed response items Representation of the content standards students are expected to have mastered Aligned with curriculum pacing so students are not tested on content not yet taught 16

17. Quality Benchmark Assessments Timed within the curriculum so that students and teachers perceive the test as an extension of learning rather than an interruption of learning Clear reporting that provides insights into areas of strengths, misconceptions, and weaknesses Requires reporting on distribution of responses selected for each selected response item Efficient administration and results reporting Results within a day or two 17

18. Quality Classroom Assessment Packing a Parachute: An Assessment Story 18

19. Quality Classroom Assessment Three Types of Assessment Diagnostic Formative Summative Assessment Outputs Use of data Feedback/Grading Approaches 19

20. Next Steps Evaluate the current system Elementary: Focus on Benchmarks Secondary: Focus on Classroom 20

21. Quality Classroom Assessment Tools and Strategies for Strengthening Unit Based Assessments

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25. Diagnostic Assessment 25

26. Diagnostic CATs Background Probes Two or three open-ended questions to probe students’ existing knowledge of key concepts and/or vocabulary are assigned. Students jot down their responses. Working in groups, students can review and summarize responses. Teacher sorts responses by monitoring group reviews (Misconceptions – No background - Significant background) 26

27. Diagnostic CATs Misconception Checks Use when you have identified common misconceptions related to your course. Create a short survey of prompts that describe misconceptions as a multiple choice with the following prompts (I am certain this is true; I think it is true; I have no clue; I think it is false; I am certain this is false). Collect data anonymously…. Poll daddy, survey monkey, etc…. 27

28. Formative Assessment 28

29. Formative CATs Focused Listing Used to quickly determine students’ ability to recall new information introduced Select a key concept introduced as part of a unit. Students write the topic at the top of a sheet of paper and are challenged to list relevant ideas and related terms (given a target number or a time limit). Students can review in groups, turn in for a quick check or “pair-share” to self-assess 29

30. Formative CATs Documented Solution Effective approach for math and other problem-solving content Provide 2-3 complex problems. Have students select one to solve and document. Students divide paper into two columns. First column- document each step Second column- explain what was done in the step 30

31. Formative CATs Get the “GIST” One sentence summary Word Journal Select one word to represent key idea from a text selection Write a paragraph to explain the selection of the word. Problem Recognition Tasks Provide 3-5 sample problems for students to review and categorize into “types” of problems 31

32. Summative Assessment 32

33. Summative CATs End of Unit Assessments Tests (Selected and Constructed Response) Products & Performances Clearly defined expectations Rubric shared upfront Sample student work (Exemplars) 33

34. Types of Assessment http://tinyurl.com/PISD61 34

35. Professional Learning Communities Characteristics, Structures, and Support for Engaging Learning at ALL Levels

36. Seminar Overview Essential Questions What are the dimensions that define a “learning community?” What actions strengthen the development of effective learning communities within districts, schools, grade levels, and departments? 36

37. What is a “Learning Community?” A community of learners is one in which members continuously seek and share learning, and ACT on their learning. The goal of these actions is to enhance their effectiveness as professionals for students’ benefit. 37

38. Continuum of Organizational Learning Collective learning of individuals results in: Random refinements and improvements within existing organizational boundaries Synergetic transformation of mental models that make up organizational culture 38 Dr. Mary A. Hooper

39. Multiple Level Systems Multiple Levels of Learning Communities District Communities of schools and departments School Administrators, Faculty, Staff, Students, Parents Grade Level/Department Teachers Classroom Teacher(s) and students 39

40. Dimensions of Learning Communities Three Levels of Analysis Characteristics What attributes are evident at all levels of the system? Structural Conditions What organizational structures and processes are essential for effective learning? Support What human dimensions are fundamental for learning? 40

41. Characteristics of PLCs Shared values and norms Collaborative work Deprivatiziation of practice Collective focus on student learning Reflective dialog 41

42. Structures and conditions for PLCs Time for collaborative work Physical barriers neutralized Understanding (and commitment to) interdependence of teaching roles Teachers empowered to work in PLCs Communication supports collaboration 42

43. Culture/Support for PLCs Everyone is open to improvement Levels of trust and respect are high Leadership support PLCs Socialization of new teachers is embedded Cognitive/Skill base is strong 43

44. Analyzing the Learning Community Identifying Indicators Review the definition for your assigned characteristic. Discuss “visible indicators” for each stakeholder group listed on the matrix (google docs). Reach agreement on at least two no more than three indicators to add to the matrix. Be prepared to review and discuss with the whole group. Repeat the process for your assigned structure and support dimensions. Each team member must contribute to the report. 44

45. Google Docs- PHS http://tinyurl.com/PHS61 LRFMS http://tinyurl.com/LRFMS61 PES http://tinyurl.com/PES61 45

46. Wrapping Up Professional Development focus for 2010-2011 is Assessment Approach will be to utilize PLCs Formal and in-formal professional development will be embedded throughout the year 46