Leading Formative Instructional Practices -Leadership conference handouts


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June 27, 9 – 10am, Room: Franklin C
This session will discuss how leaders can help transform their school culture and help educators become more effective by leading and supporting the use of formative instructional practices. Explore the roles of teachers, leaders, coaches, and students in a formative learning system. Learn what it looks like when all school stakeholders use the core components of formative instructional practices successfully.
Main Presenter: Kathy Sturges, Hamilton County Education Service Center
Co-Presenter(s): Michelle Clapsaddle, Hamilton County Education Service Center; Virginia Ressa, Ohio Department of Education

Published in: Education, Business
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Leading Formative Instructional Practices -Leadership conference handouts

  1. 1. THE Requires Grounded in an explicit system- research and wide commitment Represented validated by TM to use and by four core experts model formative components instructional EXPERIENCE practices daily Ensures that formative instructional practices are visible throughout the Centered on schoolstudent learning Formative Formative Instructional Learning Practices System Clarifies each Focused on the stakeholder’s role intentional use of in the system assessments in Our mission is to advance the teaching and and support the use of learning process proven formative instructional practices that accelerate student learning. Supports the Intentional Use a blendedchange process Approach to Effective Delivery by defining learning approach Change Systems to merge onlineimplementation pathways learning with educator action Identifies the Makes a Support high- Build a regional right levers lasting impact quality professional network to promote on school development of support change culture grounded in and online research communities © 2012, Battelle for Kids. All Rights Reserved.
  2. 2. FORMATIVE LEARNING SYSTEM CHART Formative Instructional What School Leaders Do What Coaches Do What Teachers Do What Learners Do Practices • Ensure that teachers • Ensure his or her own • Articulate what the learning understand the learning understanding of learning target is and what they targets for formative targets by deconstructing need to do to meet or instructional practices. standards and creating master it. student-friendly learning targets with colleagues. Clear Learning Targets • Work with teachers to • Collect evidence that is an • Track their own learning by collect and document accurate reflection of learning target. evidence of learning. learning—this starts with making sure that the assessment methods being used are a “good/strong Collecting and Documenting match” for the learning Evidence of Student Learning targets being assessed. • Provide teachers with • Provide learners with • Act on effective feedback effective feedback about the effective feedback— given to them by others. formative instructional success and/or intervention practices they are working feedback. on. Analyzing Evidence and Providing Effective Feedback • Promote teacher self- • Teach learners to analyze • Track, reflect on, and share assessment, peer feedback, their own work and the work their learning with others. and self-reflection about of their peers—including the teacher practices. use of rubrics and examples of strong and weak work. Student Ownership of Learning© 2012, Battelle for Kids. All Rights Reserved. – DRAFT
  3. 3. Section Two: Ohio Standards for the Teaching Profession 1 Teachers understand student learning and development and respect the diversity of the students they teach. of diagnostic, formative and summative assessments. • Teachers analyze data to monitor student • Teachers create an environment that is physically and emotionally safe. • Teachers motivate students to work productively • Teachers display knowledge of how students learn and progress and learning, and to plan, differentiate and assume responsibility for their own learning. of the developmental characteristics of age groups. and modify instruction. • Teachers create learning situations in which • Teachers understand what students know and are • Teachers collaborate and communicate student students work independently, collaboratively able to do and use this knowledge to meet the progress with students, parents and colleagues. and/or as a whole class. needs of all students. • Teachers involve learners in self-assessment and • Teachers maintain an environment that is • Teachers expect that all students will achieve to goal setting to address gaps between performance conducive to learning for all students. their full potential. and potential. • Teachers model respect for students’ diverse cultures, language skills and experiences. • Teachers recognize characteristics of gifted 4 Teachers plan and deliver effective instruction that advances the learning of each individual student. 6 Teachers collaborate and communicate with students, parents, other educators, administrators and the community to support student learning. students, students with disabilities and at-risk • Teachers align their instructional goals and • Teachers communicate clearly and effectively. students in order to assist in appropriate activities with school and district priorities and • Teachers share responsibility with parents and identification, instruction and intervention. Ohio’s academic content standards. caregivers to support student learning, emotional • Teachers use information about students’ learning and physical development and mental health. 2 Teachers know and understand the content area for which they have instructional responsibility. • Teachers know the content they teach and use and performance to plan and deliver instruction that will close the achievement gap. • Teachers communicate clear learning goals • Teachers collaborate effectively with other teachers, administrators and school and district staff. their knowledge of content-area concepts, and explicitly link learning activities to those • Teachers collaborate effectively with the local assumptions and skills to plan instruction. defined goals. community and community agencies, when • Teachers understand and use content-specific • Teachers apply knowledge of how students think and where appropriate, to promote a positive instructional strategies to effectively teach the and learn to instructional design and delivery. environment for student learning. central concepts and skills of the discipline. • Teachers differentiate instruction to support the • Teachers understand school and district curriculum priorities and the Ohio academic content standards. learning needs of all students, including students identified as gifted, students with disabilities and at-risk students. 7 Teachers assume responsibility for professional growth, performance and involvement as an individual and as a member of a learning • Teachers understand the relationship of • Teachers create and select activities that are community. knowledge within the discipline to other designed to help students develop as independent • Teachers understand, uphold and follow content areas. learners and complex problem-solvers. professional ethics, policies and legal codes of • Teachers connect content to relevant life • Teachers use resources effectively, including professional conduct. experiences and career opportunities. technology, to enhance student learning. • Teachers take responsibility for engaging in continuous, purposeful professional development. 3 Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning. 5 Teachers create learning environments that promote high levels of learning and achievement for all students. • Teachers are agents of change who seek opportunities to positively impact teaching quality, school improvements and • Teachers are knowledgeable about assessment • Teachers treat all students fairly and establish student achievement. types, their purposes and the data they generate. an environment that is respectful, supportive • Teachers select, develop and use a variety and caring.12
  4. 4. USING THE SIX SOURCES OF INFLUENCE TO LEAD CHANGEDirections: Using the table below, review the suggested change strategies (labeled A thru F) and discuss which of the six sources of influence isbeing addressed. Write the letter of the change strategy in the appropriate box of the Influencer table. Use the questions in each box to guide yourthinking. Level Motivation Ability Change Strategies A. Organize a back-to- B. Have teachers share Is it worth it? Can I do it? school formative and discuss instructional practices examples of strong retreat to appeal to each and weak work to Personal teachers’ desire to be better clarify learning more successful. targets for their students. C. Schedule bi-weekly PLT D. Develop a schedule meetings focused on that allows time to act How can my colleagues How can my colleagues formative instructional upon feedback given. motivate me? help me? practices and periodic Acknowledge learning retreats to work exemplary practice in Social intensively on PLTs. Meet with deconstructing teachers whose standards and practices are not assessment design. effective. E. Engage with each F. Display evidence of How can my environment How can my teacher to discuss their team progress. Plot motivate me? environment help me be journey with formative each team’s use of instructional practices formative successful? Structural and help them get instructional practices started. based on rubrics co- designed with teachers.Patterson, K., Grenny, J., Maxfield, D., McMillan, R., & Switzler, A. (2007). Influencer: the power to change anything. New York: McGraw-Hill.
  5. 5. Effective Leaders © 2012, Battelle for Kids. All Rights Reserved. Developed in partnership with the Ohio Department of Education. 36