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Vancouver Pvp


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Vancouver Pvp

  1. 1. Vancouver Principals and Vice-Principals May 13th, 2009 Faye Brownlie
  2. 2. Engagement & Meaning Making
  3. 3.  Literacy is about more than reading or writing – it is about how we communicate in society. It is about social practices and relationships, about knowledge, language, and culture.  Those who use literacy take it for granted – but those who cannot use it are excluded from much communication in today’s world. Indeed, it is the excluded who can best appreciate the notion of ‘literacy as freedom.’  UNESCO, Statement for the UN Literacy Decade, 2003-2012
  4. 4. GRADUAL RELEASE MODEL Model Guided practice Independent practice Independent application Pearson & Gallagher (1983)
  5. 5. Assessment OF Learning Purpose: reporting out, summative assessment, measuring learning Audience: parents and public Timing: end Form: letter grades, rank order, percentage scores
  6. 6. Assessment FOR Learning Purpose:guide instruction, improve learning Audience: teacher and student Timing: at the beginning, day by day, minute by minute Form: descriptive feedback
  7. 7. Assessment FOR Learning Purpose: guide instruction and learning •The Grand Event •Ongoing in the Class
  8. 8.  Descriptive scoring  Coding in teams  Class/grade profile of strengths and areas of need  Action plans developed - what’s next?  Individual students identified for further assessment
  9. 9. (with the goal in mind) What do I need to teach?
  10. 10.  Literacy teacher pulled 40/70 students who were identified at risk in fall assessment  1:1 assessment, performance based  Read text orally  Looked for patterns
  11. 11.  Encouraged kids to mark the text  Predicting from title, picture, caption – average of 4 seconds  Comprehension – analyzed 3 samples, students ranked by performance standard rubric  Inference – adding your thinking, not summarizing - practiced
  12. 12. From Assessment to Instruction 1 Assess (against criteria) 2 Set a Goal (target) 3 Plan/Tea ch (with the goal in mind) 4 Reassess Brownlie, Feniak, Schnellert, 2006
  13. 13. The Six Big AFL Strategies 1.Intentions 2. Criteria 3. Descriptive feedback 4. Questions 5. Self and peer assessment 6. Ownership
  14. 14. Descriptive Feedback What’s working? What’s not? What’s next?
  15. 15. •ensuring an orderly & supportive environment •planning, coordinating & evaluating teaching and the curriculum •strategic resourcing •promoting & participating in teacher learning & development •establishing goals & expectations
  16. 16. School Leadership and Student Outcomes: Identifying What Works and Why – Viviane M.J. Robinson, University of Auckland •ensuring an orderly & supportive environment •strategic resourcing •establishing goals & expectations
  17. 17. •planning, coordinating & evaluating teaching and the curriculum
  18. 18. • promoting & participating in teacher learning & development ACEL, #41, Oct. 07
  19. 19. …the more leadership is focused on the core business of teaching and learning the greater its impact. Robinson, 2007