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

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 school
student 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 blended
change process Approach to Effective Delivery
by defining learning approach
Change Systems to merge online
implementation
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. 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. 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.
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4. USING THE SIX SOURCES OF INFLUENCE TO LEAD CHANGE
Directions: Using the table below, review the suggested change strategies (labeled A thru F) and discuss which of the six sources of influence is
being addressed. Write the letter of the change strategy in the appropriate box of the Influencer table. Use the questions in each box to guide your
thinking.
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. Effective Leaders
© 2012, Battelle for Kids. All Rights Reserved. Developed in partnership with the Ohio Department of Education. 36