The questions in Ch. 3 that a principal might work with team leaders to address include the following:
1. What do you mean by guaranteed curriculum and common formative assessments?
2. What resources can you provide to assist us?
3. What process can we sue to engage in this work?
4. What will proficiency look like?
5. What are effective strategies for monitoring student learning?
The information on Essential Learning and Common Assessments was really good. Previously, I have copied pages 75-80 to use with teachers when introducing the idea of common assessments. I particularly think the analogy of formative and summative assessments is powerful (pg. 75).
What were your ah-has in this chapter for you as a leader regarding Essential Learning and Common Assessments?
I believe that all assessments that we give a child during the year should, in some form or fashion, be formative. The question "What does it look like when a student learns this material?" is an important question. The product from each student demonstrating their knowledge can be different. It is very important that teachers have an understanding of quality assessments and how to create a quality assessment. I have also found that many teachers know how to pull the data from their assessments, but not how to apply it to their instruction from that point. Collaboration creates ownership and knowlege in the curriculum, or whatever it may be that the campus is working on. I also think it makes change easier for a campus when a strong collaboration piece is already in place.
ReplyDeleteDeana Steeber