3. • “Its unbelievable how much you don’t
know about the game you’ve been playing
all your life”
- Mantle
4. Research Guidance
Strategy Effect
Teachers working together to evaluate their impact and responding to
that impact 0.93
Teachers conduct pre-assessments, utilizing data to inform instruction,
and providing students with a clear understanding of expectations for
meeting learning outcomes (Where are we going?, where are we now?,
and what’s next?
0.77
Teachers using practices in the classroom that values errors and trust 0.72
Teachers receive feedback on their impact on student learning 0.72
Teachers are providing an appropriate proportion of surface and deep
level knowledge 0.71
Providing students with challenge and practice at the right level 0.60
5. Research Guidance
Strategy Effect
Teachers working together to evaluate their impact and responding to that
impact 0.93
Teachers conduct pre-assessments, utilizing data to inform instruction, and
providing students with a clear understanding of expectations for meeting
learning outcomes (Where are we going?, where are we now?, and what’s
next?
0.77
Teachers using practices in the classroom that values errors and trust 0.72
Teachers receive feedback on their impact on student learning 0.72
Teachers are providing an appropriate proportion of surface and deep level
knowledge 0.71
Providing students with challenge and practice at the right level 0.60
8. Learning Outcomes
• Develop an understanding of how to
develop a strategic plan oriented towards
assessment capable learners and
intervention practitioners (“teaching or
teachers for learning”)
• Develop an understanding of key
moderators that influence the development
of a strategic plan in the field.
#AnnualVL2015
9. Success Criteria
By the end of the session, you will…
• Understand processes for implementing a
strategic plan focused on learning and teaching
for learning
• Understand specific moderators that may
influence the development of your plan
• Reflect on potential next steps in crafting your
strategic plan
10. 1. Explaining Key Terms
2. Criteria for developing and
implementing a Strategic Plan
3. Lessons Learned
11. • Assessment Capable Learners
– Students know what is expected of them, they
know their current performance level, and
recognize and act upon feedback to improve-
improve at a faster rate academically than any
other intervention ever studied!
13. Teaching for learning- 3 elements
• 1. Continually evaluates and acts upon their
impact via student experience, performance, and
feedback.
• 2. Continually engages in professional learning
community processes to learn (about learning and
teaching for learning) and support other ‘teachers
for learning’
• 3. Develops and encourages a positive culture
and climate for all learners to learn at high levels.
14. Mind frames
Relational
• “We are change agents”
• Talk more about learning
than teaching
• Engage in dialogue not
monologue
• Enjoying the challenge
• Positive relationships
• Sees learning as challenging
Tactical
• Evaluate the effects of their
teaching
• Assessment as feedback
regarding their impact
• Inform all about the
language of learning
15. • The view I have reached is that the focus of
research on teaching should be on direct
observation of the realities of student
experience and the processes that turn that
experience into knowledge and skill. -Nuthall
25. • What are the specific outcomes we expect of
learners once they graduate from…? Why do we
form a community of learners?
• How do we expect learners to engage in the
learning process while in our learning community?
28. • What substantially enhances learning and the
experience of learning for all?
• Where do we invest our resources to
substantially enhance the learning and the
experience of learning for all?
32. • Spent 90% of our time on learning and
learners.
33. • How do we collective ensure that all Ross learners
substantially progress towards mastery in key learning
outcomes necessary for success after graduation?
• As learners progress toward and reach proficiency of
learning outcomes, how do we ensure learners
experience “heart, mind, and action” in daily life?
38. • How do we collectively ensure that all learners
substantially meet or exceed learning outcomes
necessary for success after they graduate
from….?
• How do we ensure that a learner’s experience
combines the will, thrill, and skill?
40. What do we want all
students to know and be
able to do?
How do we know when
students are learning?
What do we do based on
such results?
How do we work together
to review and respond to
student learning?
41. What do we want all
students to know and be
able to do?
What do we do based on
these results?
How do we work together
to review and respond to
student learning?
Common Outcomes
Common Scales
Common Intervention
Criteria
Common Culture and
Work
How do we know when
students are learning?
44. Score Description
4 Extension
Applying Understanding
3 Relational
Making Meaning
2 Single/Multiple
Building Knowledge
1 Direct Support
Proficiency
Not Yet
Proficiency
50. Limited Growth (0.0-0.39) Expected Growth (.40 +)
Not Yet Proficient
(0.0-2.25)
Make A Change!
• Review & Make Changes to
Instructional Strategies
Keep it up!
• More Time
• Same Instructional
Program
• Celebrate Success
Proficient (2.5-4.0) Cruising
• Review & Make Changes to
Instructional Strategies
Success
• Capture Instructional
Strategies
• Celebrate Success
• Continue Practices
51.
52.
53.
54. Limited Growth (0.0-0.39) Expected Growth (.40 +)
Not Yet Proficient
(0.0-2.5)
Make A Change!
• Review & Make Changes to
Instructional Strategies
Keep it up!
• More Time
• Same Instructional
Program
• Celebrate Success
Proficient (2.5-4.0) Cruising
• Review & Make Changes to
Instructional Strategies
Success
• Capture Instructional
Strategies
• Celebrate Success
• Continue Practices
Capture
Success/Replicate
Change
55. What? So What? Now What?
Moving from Data Analysis to Response
56. Single/Multiple Ideas- What instructional approaches
will support students in understanding foundational
knowledge (e.g. facts, vocabulary terms) related to
learning outcomes?
Relating ideas- What instructional approaches support
students in connecting and contrasting ideas? What
are generalizations and principles that can be made
about these ideas?
Extending ideas- What instructional approaches support
students in applying the learning outcomes to project
expectations?
Next Steps
57. Single/Multiple Ideas- What learning strategies will (or
do) support me understanding foundational knowledge
(e.g. facts, vocabulary terms) related to learning
outcomes?
Relating ideas- What learning strategies support me
connecting and contrasting ideas? What are
generalizations and principles that can be made about
these ideas?
Extending ideas- What learning strategies support me in
applying the learning outcomes to project expectations?
Next Steps
58. Be honest with where I am at on
learning progressions. I definitely am
honest with where I am in this class.
This way of assessment has
completely made me feel alright with
being in the pit because I know that I
am not stuck there and that I can get
myself out of it. I really appreciate all
that you have done to make us feel
comfortable with progress.
59. Be open to struggling…Before this class I was not open to
struggling at all, so this took me a while to get used to.
Now I know that I can get myself out of the pit, so I feel
comfortable being in it! I just wish it was this way in the
rest of my classes. ):
60. My annotations and thoughts on written pieces were at
about a 1 level at the beginning of the semester, but with
guidance in class and a lot of practice I have grown to
getting a four on the last annotation. Next semester I
hope to grow further.
67. Lessons learned
1. Be honest about intention and attention- S.P. tells us what we are not
doing
2. Don’t try, do. - Resources speak, stay small, stay focused.
3. Understand your culture- Culture and strategy are integrated.
4. Recognize prior knowledge and skill of staff.
5. All stakeholders need to be part of the learning conversation
6. Appreciate the tension between current program and innovation (in terms of
design, implementation, and mental models).
7. Appreciate the challenge in behavioral change for the initiatives proposed
in your plan.
68.
69. Culture is the result of a common learning
experience in successfully solving external
and internal problems …beliefs and
assumptions are formed through such a
process
76. Stories of Change
I. Look like an extension from the past (We
have done this before).
II. Things become worse, people are
uncomfortable (e.g. communication has
broken down)
III. Ready, fire, aim (what’s needed in process
is opposite to the perception of buy in)
IV. Assumptions, mental models, are
challenged (sacred cows)
77.
78. Why meaningful change is hard
It makes no sense, unless you think back to
Lawrence’s long march across the desert to Aqaba.
It is easier to dress soldiers in bright uniforms and
have them march to the sound of a fife-and-drum
corps than it is to have them ride six hundred miles
through snake-infested desert on the back of
camels. It is easier and far more satisfying to retreat
and compose yourself after every score— and
execute perfectly choreographed plays— than to
swarm about, arms flailing, and contest every inch of
the basketball court. Underdog strategies are hard.
83. Success Criteria
By the end of the session, you will…
• Understand processes for implementing a
strategic plan focused on learning and teaching
for learning
• Understand specific moderators that may
influence the development of your plan
• Reflect on potential next steps in crafting your
strategic plan
84. 1. Explaining Key Terms
2. Criteria for developing and
implementing a Strategic Plan
3. Lessons Learned
4. Next Steps
86. Learn more about Visible Learningplus at
www.corwin.com/visiblelearning
Editor's Notes
The following presentation explores the processes and stages of developing an inclusive and focused strategic plan that aims to cultivate assessment capable learners and skilled intervention practitioners. In addition this presentation reviews the establishment of instructional goals that are oriented towards utilizing data to understand impact of individual and collective teaching practice and how that data is utilized in the classroom. The presentation concludes with key process elements including board alignment, understanding boundary management in implementation, creating collaborative goal setting, and allocating resources to specific goal related actions. !
The presentation focuses on how systems leaders focus all stakeholders on creating a broad based commitment to learner-based outcomes, a codified, specific plan to enable learners to know their impact (strand four), and for teachers to use data to know their impact (strand five). This presentation posits that that when these outcomes are established upfront with all stakeholders, strategies such as collaborative problem solving (strand one), using assessment as/for learning (strand two), and instruction that makes an impact emerge as necessary steps to achieve substantial progress and proficiency for…
Journal of Education for Teaching: International research and pedagogy
Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/cjet20
Masterly preparation: embedding
clinical practice in a graduate pre-
service teacher education programme
Larissa McLean Davies a , Melody Anderson a , Jan Deans a , Stephen Dinham a , Patrick Griffin a , Barbara Kameniar a , Jane Page a , Catherine Reid a , Field Rickards a , Collette Tayler a & Debra Tyler a
a Melbourne Graduate School of Education, University of Melbourne, Victoria 3010, Australia Published online: 20 Nov 2012.
The key here is measurable output. Barber (actually Blair)
Journal of Education for Teaching: International research and pedagogy
Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/cjet20
Masterly preparation: embedding
clinical practice in a graduate pre-
service teacher education programme
Interventionist Practitioners- high-level analytic skills and capable of using data and evidence to identify and address the learning needs of individual learners. – Davies et al (2013)
Larissa McLean Davies a , Melody Anderson a , Jan Deans a , Stephen Dinham a , Patrick Griffin a , Barbara Kameniar a , Jane Page a , Catherine Reid a , Field Rickards a , Collette Tayler a & Debra Tyler a
a Melbourne Graduate School of Education, University of Melbourne, Victoria 3010, Australia Published online: 20 Nov 2012.
Going beyond the bake sale. - Karen Mapp et al.
School systems are porous, in that the internal and external environment are interconnected thus there is a ‘Free for all’ for the purpose of schools.
Leaders have a rational imperative and series of actions within a dynamic social, political and cultural context.
Cultures of innovation interpret disruptions as competency enhancing or competency hindering (tension between past and future vision)
Existing strategy (approach) and exploration (innovation) are inversely related. Tension exists then a healthy organization is in existence (related to change). related to urgency and sustainability
An interesting challenge for me is related to qualifying innovation and
Maintaining and strengthening existing strategy
Moving towards a punctuated rather than gradual effect
Understand your culture
9-399-104
REV: AUGUST 2, 2006
CLAYTON M. CHRISTENSEN
What Is an Organization’s Culture?
Understand your culture
9-399-104
REV: AUGUST 2, 2006
CLAYTON M. CHRISTENSEN
What Is an Organization’s Culture?
Gladwell, Malcolm (2013-10-01). David and Goliath: Underdogs, Misfits, and the Art of Battling Giants (Kindle Locations 315-319). Little, Brown and Company. Kindle Edition.
The presentation focuses on how systems leaders focus all stakeholders on creating a broad based commitment to learner-based outcomes, a codified, specific plan to enable learners to know their impact (strand four), and for teachers to use data to know their impact (strand five). This presentation posits that that when these outcomes are established upfront with all stakeholders, strategies such as collaborative problem solving (strand one), using assessment as/for learning (strand two), and instruction that makes an impact emerge as necessary steps to achieve substantial progress and proficiency for…
