Published on November 19, 2009
Welcome to Classroom Formative Assessment for Coaches and Administrators
Target We will be able to describe the very big picture for the district and for their school: how classroom formative assessment connects with everything we do, including but not limited to: The 27J Instructional Model PLCs PSTs Professional development Staff meetings SIP PBS Professional growth plans Teacher evaluation Grading and reporting We will start thinking about change in the district and in schools, and explore constructs that may help us with planning and execution.
The indispensable conditions for improvement are that the student comes to hold a concept of quality roughly similar to that held by the teacher, is able to monitor continuously the quality of what is being produced during the act of production itself, and has a repertoire of alternative moves or strategies from which to draw at any given point. Sadler, 1989
Our Story Where are you now? Where do you want to be? How do you close the gap?
Connecting Classroom Formative Assessment In school groups, draw a web showing the connection of classroom formative assessment to what is going on in your school.
Reflection Individually, write about the what you have been thinking about so far. (Sentence stems are available in your packet.)
Think about Change
The confusion created by the inevitable discrepancies in meaning that occur in any organization might seem like a problem. In fact, it can be a rich source of new knowledge—if a company knows how to manage it. The key to doing so is continuously challenging employees to reexamine what they take for granted. Such reflection is always necessary in the knowledge-creating company, but it is especially essential during times of crisis or breakdown, when a company’s traditional categories of knowledge no longer work. Nonaka, 2007
Tacit Knowledge Individually, list the tacit knowledge that exists among you and your colleagues and that has an influence on your situation. In your group, discuss the implications of this tacit knowledge, positive and negative. What will you do to get yourself and your colleagues on the knowledge spiral?
Feedback Our own feedback-seeking behaviors What we do as leaders to reduce the perceived cost of feedback seeking What our leaders do to reduce our perceived cost of feedback seeking
Confidence Read the excerpt from Rosabeth Moss Kanter’s book, Confidence Use your own experiences to respond to the prompts about winning and losing streaks, then add with other people’s stories
It was when you found out you could make mistakes that you knew you were onto something.
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