110705ItsaboutAttitu deandnotAptitude

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Information about 110705ItsaboutAttitu deandnotAptitude
Education

Published on January 17, 2008

Author: Raffaele

Source: authorstream.com

Closing the Achievement Gap: Its Attitude not Aptitude:  Closing the Achievement Gap: Its Attitude not Aptitude Using MSDE Web tools and the principles of Assessment for Learning to reduce the achievement gap Dr. Bruce Katz Regional Assistant Superintendent PGCPS Slide2:  “The typical child in the typical school- especially the poor child of color in the urban school- lives in an educational environment of deep and pathological incoherence and ineffectiveness.” Richard F. Elmore Why the gap?:  Why the gap? Inability to diagnose and prescribe Mistaken beliefs Unable to engage students in the curriculum Do not fully recognize the significance of the statement - Teachers make a difference What to do?:  What to do? Create a classroom environment that shows ALL students have the capability to achieve FULLY align curriculum standards with assessment and instruction Implement a balanced assessment system Change the philosophy toward assessment, which will change the philosophy and techniques of instruction Provide teachers with a new set of tools How to do it?:  How to do it? Change the paradigm associated with: Instructional Planning Classroom Assessment Instruction It’s Attitude not Aptitude:  It’s Attitude not Aptitude Preserve: Self Esteem Self Image Transmit: Ability to succeed Positive relationship based on mutual goals and success Objective Paradigm Shift:  Paradigm Shift Planning Assessment Instruction Objective Instructional Planning: Collaborative:  Instructional Planning: Collaborative Management Regularly scheduled Chaired by faculty Attended (participation required) by administration Required agenda and outcomes Rules of participation Process Defined to deal with instructional issues in a prescribed way: Planning based on standards Assessment design Review of student work Data analysis for modifying instruction Instructional planning Learning walks/Surgical Theatre Planning:  Planning Begin with a review of standards, objectives, indicators, and assessment limits Identify the indicators to be taught and assessed Design two assessments Review instructional strategies and data points Assessments:  Assessments Design two assessments with questions aligned in rigor and content to the indicators Make the questions in the format of the HSA Share indicators and questions with students Prepare a chart/table to record student performance Indicator:  Indicator 1. 2. 3. 4. 5. 6. 7. Indicator MSA Scale Scores:  MSA Scale Scores Instruction:  Instruction Share outcomes, objectives, with students Give pretest and have students score and record performance (not for grade) Describe how students can master the material and achieve proficiency Lesson format should include: warm-up, objective check, whole class instruction (pacing), grouping (differentiated instruction based on student needs), heterogeneous grouping, lesson assessment, closure Extended Learning:  Extended Learning Tied directly to student needs Small group and focused Changed nature of teacher work to a professional model Changed nature of teacher/parent interaction Continued Planning:  Continued Planning Review of student data Regrouping of students Planning of extended learning Review and comment- leading to descriptive feedback on student work Review of instructional strategies Scheduling learning walks and surgical theatre Educational Professionalism:  Educational Professionalism Expectation Teacher knows his/her content standards Teacher works collaboratively Teacher can communicate standards to students; parents Teacher knows how to use assessment to promote student learning Slide18:  “If you want to make minor, incremental changes and improvement, work on practices, behavior or attitude. But if you want to make significant, quantum improvement, work on paradigms.” Stephen R. Covey The 8th Habit: From Effectiveness to Greatness Learning Team Management Options :  Learning Team Management Options Learning Team Management Options High Involvement Low Involvement Help teams form; teams run independently Help teams past roadblocks as needed by request Present workshops (preplanned) in support of teams Assist team leaders; they manage meetings Plan and manage every meeting Source ATI Impact of Teacher Effectiveness on Student Achievement:  Impact of Teacher Effectiveness on Student Achievement Source: Marzano, Classroom Management that Works, ASCD, 2003. Impact of Schools:  Impact of Schools Source: Marzano, Classroom Management that Works, ASCD, 2003. Control of Learning:  Control of Learning It is a mistaken belief to think that adults are in control of student learning. Students control student learning. Students control student learning. Students control student learning and, if necessary, will prove it to adults in most unexpected and sometimes disappointing ways Session Summative Assessment:  Session Summative Assessment Its Attitude not Aptitude The teacher is the most important factor Support effective Collaborative Instructional Planning Use valid formative assessments to increase learning Sources:  Sources Chappuis, Stiggins, et. al., Assessment FOR Learning: An Action Guide for School Leaders, 2004 Covey, The 8th Habit: From Effectiveness to Greatness, Free Press, 2004 Maryland State Department of Education, www.mdreportcard.org/index.aspx , www.mdk12.org Marzano, Classroom Management that Works, ASCD, 2003 Marzano, Waters, and McNulty, School Leadership that Works: From Research to Results, ASCD, 2005 Stiggins, Arter, et. al., Classroom Assessment for Student Learning: Doing it Right- Using It Well, 2004 Classroom Assessment for Student Learning, Measured Progress, Assessment Training Institute, 2005

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