FAME Leadership Institute August 2016 FAME Pbworks com

FAME Leadership Institute August 2016

FAME. Pbworks. com 2

Introductions Going around the room, please share… § Name § Role § School § Why FAME?

Agenda Review • Read over the Guiding Questions, Learning Goals & Success Criteria § Review Formative Assessment Leadership Competencies § Select and discuss one competency that you consider an area of professional strength § Select and discuss one competency that is an area of professional growth 4

4 Leadership Elements Guiding Change Monitoring Progress and Providing Feedback Leading Professional Learning Messaging connections 5

Defining Formative Assessment

Defining Formative Assessment

Defining Formative Assessment • • In table groups of 2 -4 Read through the deck Identify and list themes & commonalities Select your table’s favorite.

CCSSO Definition Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.

CCSSO Definition Learning progressions clearly articulate the pathway typical students travel to meet the learning goal Learning goals and success criteria are clearly defined and shared with students Descriptive feedback is evidence based and aligned to learning goals and success criteria Self and peer-assessment are used frequently to encourage students to understand internalize success criteria Collaboration in the classroom creates a culture in which teachers and students are partners in learning

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Three Framing Questions § Where is the learner going? § Where is the learner right now? § How will the learner get there? Thompson & Wiliam, 2007

Where is the learner going? Where is the learner now? Learning Goals Self assessment Success Criteria Peer assessment Learning Progression Formative assessment Descriptive feedback Eliciting evidence How will the learner get there? Descriptive feedback Collaboration Self-regulation

The Teacher’s Role Whatever the source of the evidence, the teachers’ role is to construct or devise ways to elicit responses from students that reveal where they are in their learning and to use the evidence to move learning forward. Sadler 1989

Learning Goal and Success Criteria Evidence of Learning Contingent Teaching and Learning Interpretation Responsive Action 15

The Changing Roles Of Teachers & Students

Scenes of Practice 1. As a whole group, we will watch one video 2. Using the “Video Reflections” sheet, write down the five characteristics you identified this morning 3. Take notes on the characteristics you see in the video 4. Discuss with your small group

Grade 12 ELA Gr. 4 Collaboration Grade 7 Math Table review What did you notice?

What did you notice? Learning Goal and Success Criteria Evidence of Learning Contingent Teaching and Learning Interpretation Responsive Action 19

Teacher Knowledge and Skills Making pedagogical moves to advance learning Knowledge of likely outcomes/ responses Real-time Data Knowledge of a fully-formed understanding/ skill Formulate/ select data gathering opportunities Place in the “rhythm” of teaching and learning 20

FAME Professional Learning Design

Leading Professional Learning Guiding Change Leading Professional Learning Monitoring Progress and Providing Feedback q Structure professional learning opportunities within the school day q Ensure time for collaborative dialogue amongst faculty q Establish mechanisms for teacher leaders to support professional learning q Align professional learning goals to FAME q Celebrate successful learning Messaging connections

Shifts in Instructional Planning Traditional • • • Topic Activities Assessment Feedback/Grade Move on Standards. Focused Formative Assessment • Standard • Assessment • Learning opportunity • Assessment data • Give feedback, re -teach, or move on • LG & SC • Learning progression • Varied tasks • Assessment data • Student use of LG, SC, LP • Ongoing assessment and feedback 23

Guiding Beliefs q Formative assessment involves a shift in practice. q Site-based professional learning is a pre-condition for any instructional change initiative. q Instructional leaders are lead learners, and learn along with teachers during implementation. q Instructional leaders will leverage FAME resources to align with other instructional improvement initiatives.

FAME Learning Outcomes q q q Understand how formative assessment fits within a comprehensive assessment system Understand the importance of intentional lesson planning Learn how to embed formative assessment into existing classroom routines Deepen the use of formative data to adjust instruction and/or provide descriptive feedback Understand the features of a collaborative classroom culture and how it facilitates peer and self assessment 25

Online Learning Current Research Multiple Voices Self-Directed Learning Peer-Directed Learning Job Embedded 26

Professional Learning Design Self-Study Online Modules Application Activities Leadership Support Community of Practice

Online Modules Self-Study Online Modules Application Activities Leadership Support Community of Practice

Module Review

Application Activities Self-Study Online Modules Application Activities Leadership Support Community of Practice

Module 2 Application Activity

Community of Practice Self-Study Online Modules Application Activities Leadership Support Community of Practice

Community of Practice Outcomes Apply concepts from the online course to instructional practice Align key course content to local context Refine existing instructional resources Hold colleagues accountable for implementing new practices 33

Talking about Co. P While watching these leaders talk about Community of Practice, consider what they say about the role of school leaders in implementing the Co. P. Talking About Co. P 34

Leadership for Co. P • Set aside time for Co. P meetings • Identify facilitator(s) • Attend Co. P meetings • Learn alongside teachers • Align across or within grades • During the school day 35

Successful Implementation Requires 36

Leadership Support Self-Study Online Modules Application Activities Leadership Support Community of Practice

Leadership Support Successful school leaders: • Gain familiarity with content • Identify & reinforce connections to other work • Address and monitor barriers to successful implementation • Attend and support Co. Ps Additional support: • “Need to Know” Leadership Series • Regional Support Network • Discussions

Research on Leading Formative Assessment q To know what to look for, administrators need to q To learn formative assessment, administrators have to look for, analyze and communicate with teachers about what students are doing q To lead formative assessment, administrators need to serve as lead learners who help to shape instructional practices over time understand formative assessment well - Moss, Brookhart and Long, 2013 39

MSDE Support Self-Study Online Modules Application Activities MSDE SUPPORT Leadership Support Community of Practice

Exploring a Formative Assessment Learning Progression

Recommended Timeline August June/July FAME Leadership Training Enroll teachers, begin Module 1, Develop Co. P structure, Plan Co. P dates September October November Module 1 Co. P Module 2 December January February Module 2 Co. P Module 3 Co. P March April May June Module 4 Co. P Module 5 Co. P 42

Lunch on Your Own 11: 45 -12: 45

Principle Driven Initiative Enable Student Agency Structure reflection and self-assessment Craft routines that enable learning Reveal students current learning status Model values and attitudes

Exploring a Formative Assessment Learning Progression

Continuum of Practice Developing Improving Extending

Continuum of Practice

Table Discussion • Spend a few minutes to individually read and review Continuum of Practice document • Choose one element to discuss with your small group • What do you notice about this document?

Continuum Observation Tool

Exploring the Continuum 1. Observe video for evidence of the “assigned” formative assessment element. 2. In the row for that element, write down some notes about what you observed. 3. Consider the evidence to place this teacher in one of the three “levels. ” Where would you place this teacher? Why? 4. Discuss with your colleagues. Did you observe the same evidence, or different?

Exploring the Continuum 51

Reflection A teacher walks up to you in the hallway tomorrow and says “What will be expected of me if I participate in FAME? ” Write first, then discuss. What would you say to that teacher to get him/her interested in taking part in your FAME production? What information would include in your “trailer”?

q Align to existing work q Build on what teachers know and do well q Explore as model of continuous improvement q Enhance teachers’ skills to be more effective at things they want to do well q Clarify the vision Guiding Change Monitoring Progress and Providing Feedback Leading Professional Learning Messaging connections 53

Learning Goals: Part 2 v Learn strategies and tools to support teachers’ professional learning during formative assessment implementation v Explore approaches to engage teacher leaders in supporting formative assessment implementation v Learn strategies, resources and tools to lead formative assessment adoption

Guiding Change Leading Professional Learning Monitoring Progress and Providing Feedback Messaging connections q Forecast and plan for stages of change q Recognize and respond to teachers’ emerging needs q Plan for sustainability q Communicate expectations for change q Lead the way q Celebrate successful change

By monitoring where teachers are as they move through personal concerns, leaders can…. q More quickly resolve implementation issues q Delegate or provide the right targeted support q Predict and plan for upcoming stages q Recognize true resistance q Align systems of support for targeted groups

Stage of Concern Typical Statements Leadership Response Awareness I don’t know anything about this innovation. Written communication Informational I don’t understand enough about this to say how it might impact my teaching. Presentation, talk to… Personal I’m not sure I know enough to teach this way. I wonder if this would impact my evaluation. Talk to again, share and present materials Management I don’t know how to use these materials. I don’t have enough time to make all this work in my classroom. Coaching, in class help, individual support, peer visits Consequence I want to know more about what impact this has on my students. Individual support, peer review, workshops Collaboration I’d like to find a way to work with others on this. It would be better if we collaborated. Collaboration, celebration, support groups, faculty led presentations Refocusing I think our district would be more Planning time, policy revision

Big Idea #1 Leaders support individual teachers by providing specific support that is aligned to their stage of concern

Putting Stage Theories into Practice • Working with your table group, draw a card from the deck • Considering stage theories of change (use handout), discuss and clarify how you would be most likely to address the identified challenge. • Continue through the deck until time is called. • Be prepared to share out an interesting challenge and response

Big Idea #2 Leading change involves understanding, anticipating and forecasting implementation issues. Improved prediction equates with deeper and smoother implementation.

Monitoring Progress q Keep track of ongoing changes in instructional practice q Use a variety of tools to measure impact for students, teachers, and parents q Structure multiple ways for teachers to receive feedback q Provide direct feedback to teachers following observations or check-ins q Celebrate successful implementation Guiding Change Monitoring Progress and Providing Feedback Leading Professional Learning Messaging connections

The foundation of a formative assessment culture. . .

Characteristics of Effective Feedback Individually, list up to five things you know about effective feedback

Characteristics of Effective Feedback Aligns to content Just right amount Leads to next steps Supports selfregulation

Characteristics of Effective Feedback Aligns to content • Aligns to learning goal, success criteria and learning progression • References evidence from work products

Characteristics of Effective Feedback Just right amount • Limited and prioritized on most important next steps • Timely information • Chunked through the learning sequence

Characteristics of Effective Feedback Leads to next steps • Can be readily implemented • Provides hints, clues and guidance • Time is provided to address next steps

Characteristics of Effective Feedback • Helps to monitor and self-correct Supports self regulation • Helps students select learning strategies • Self-assessment required

Providing Teacher Feedback

Providing Teacher Feedback 1. View the video clip focusing on the assigned element 2. Note your observations on this teacher’s practice on the Continuum Observation Tool 3. Share observations with your team and identify similarities and differences 4. As a team, craft one piece of feedback for this teacher to guide him/her to take next steps in their formative assessment practice 5. Check to ensure your feedback aligns with the Criteria for Effective Feedback

Modeling Feedback Conversations

A Little Help from Your Friends: Take Outs from FAME Stories In Progress

Planning For Implementation

Articulating the Vision Notice what is in Dr. Lowery’s “elevator speech”

Planning Template Discuss questions on day 1 & 2 planning template and consider how you will answer these questions with your larger school leadership team.

Exit Ticket 3 discoveries you made during the session 2 questions you have 1 idea you’re pondering

Leadership Considerations for Formative Assessment Burns Use Scale Teacher Formative Assessment Coaching Tool Burns Use Scale Student Formative Assessment Walk - Through Tools

Day 1 q Align to existing work q Build on what teachers know and do well q Explore as model of continuous improvement q Enhance teachers’ skills to be more effective at things they want to do well q Clarify the vision Guiding Change Monitoring Progress and Providing Feedback Leading Professional Learning Messaging connections 78

Registration • Log in to the online registration system. • Choose the "PDC Inservice Catalog- CPD Courses. " • Click "catalog. " • Scroll down to FAME (Formative Assessment for Maryland Educators) • Register in the section for your school. 79

Credit Report Form • To receive three MSDE CPD credits, complete all modules in the FAME Blackboard site and participate in each Community of Practice (Co. P). • At the end of the course, complete the MSDE CPD credit report form and return it to your facilitator. • You will receive a copy of the fully signed credit report form 4 -6 weeks after your FAME course ends and the original will be sent to the BCPS Office of Certification. 80

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How can I support Year 2 FAMErs? • http: //msde-fame. blogspot. com/p/2014 -15 cohort-participant-information. html 82

Thank you!