ppt

1. Vancouver Principals and Vice-Principals
May 13th, 2009
Faye Brownlie

2. Engagement &
Meaning Making

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. GRADUAL
RELEASE MODEL
Model
Guided practice
Independent practice
Independent application
Pearson & Gallagher (1983)

6. Assessment OF Learning
Purpose: reporting out, summative
assessment, measuring
learning
Audience: parents and public
Timing: end
Form: letter grades, rank order,
percentage scores

7. 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

8. Assessment FOR Learning
Purpose: guide instruction and
learning
•The Grand Event
•Ongoing in the Class

9.  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

10. (with the goal in mind)
What do I need to teach?

11.  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

12.  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

13. 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

16. The Six Big AFL Strategies
1.Intentions
2. Criteria
3. Descriptive feedback
4. Questions
5. Self and peer assessment
6. Ownership

17. Descriptive Feedback
What’s working?
What’s not?
What’s next?

18. •ensuring an orderly & supportive environment
•planning, coordinating & evaluating teaching
and the curriculum
•strategic resourcing
•promoting & participating in teacher learning &
development
•establishing goals & expectations

19. 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

20. •planning, coordinating
& evaluating teaching
and the curriculum

21. • promoting &
participating in teacher
learning & development
ACEL, #41, Oct. 07

22. …the more leadership is
focused on the core
business of teaching and
learning the greater its
impact.
Robinson, 2007