HANDOUTS TO PREPARE For presentation Self Assessment template

HANDOUTS TO PREPARE For presentation: Self Assessment template (choose from portal) Prompting Questions – Link Support documents for teachers: Core Competencies linear overview (slide 7) Supporting Self Assessment NVSD – Link Supporting self-assessment BCEd- Link What is self-assessment – Link Example of templates printed (optional) – Link

Core Competencies in the Secondary Classroom

Learning Targets • Review Core Competencies • Notice It - Name It – Nurture It Protocol • Role of the Teacher in Assessment • Role of the Student in Assessment • Key Resources for Implementation • Self-assessment 2017 - 2018 Timeline

Reviewing the Core Competencies

Redesigned Curriculum Core Competencies Big Ideas (Understand) Curricular Competencies (Do) Content (Know)

Core Competencies

To Recap The Core Competencies are: • Strength based • Student owned • Teacher supported • Embedded across the curriculum • Overtly communicated throughout the school

Self-Assess Yourself! With the Self-Assessment template provided: • What are your strengths as a teacher? • What is evidence of your strengths? • What are your goals in implementing the core competencies? • How will you reach these goals? What supports do you need?

Notice-it Name-it Nurture-it

Learning Targets Participants will be able to: Notice it Name it Nurture it Notice evidence of Core Competencies in student learning Name specific facets and profiles of the Core Competencies Nurture Competencies by moving forward along the continuum with instructional intention

Notice, Name, Nurture Protocol Students will: ❶ Experience: immerse themselves in the task ❹ Plan: what will they do next time? How will they implement their conceptualization? ❷ ❸ Conceptualize: what does it mean to me and my understanding of self? Reflect: what did they notice about their experience?

Self-Assessment Process

Why Self-Assess the Core Competencies?

Real Life Experience In the next five years, students will use these skills in… • School-based leadership • Part time jobs • University entrance portfolios • Job interviews • University capstone projects • Exchanges, gap year, volun-tourism, etc.

Student Self-Assessment The self-assessment process is integral to supporting learners in taking ownership of their personal learning as educated citizens.

Role of the Teacher

Teaching Core Competencies 1. Teachers identify the language of the Core Competencies and make connections to class activities. 2. Teachers develop and practice the language of the Core Competencies with their students. 3. Teachers explicitly teach and model Self-Assessment.

Notice, Name, Nurture Protocol Awareness Describing Planning Notice it Name it Nurture it

Nurturing the Core Competencies • Plan deliberate learning activities to practice Core Competencies • Ask prompting questions in class activities to encourage student reflection • Make explicit connections between classroom activities and language of the Core Competencies

Role of the Student

Learning with Core Competencies in the School Community 1. Students identify the language of the Core Competencies and make connections 2. Students develop and practice the language of the Core Competencies 3. Students reflect on and document strengths in different areas of learning throughout the year

Documenting Self-Assessment Students document their strengths and learning throughout the year, using evidence of learning Learn Feedback Practice & Self-assess Summative Feedback Practice & Self-assess Self. Assessment Practice & Self-assess

What is evidence? • Video • Web Hyperlink • Photographs • Discussions • Interviews • Art Work • Assignments • Collections • Mind Map • Poem • Stories • Reference Letter • Construction • Dramatization

Self-Assessment Timeline

May–What does it look like? • Staff collaborate to chose a tool for Summative Self. Assessment • All students 8 -12 complete ONE Self-Assessment tool • Students reflect on all three Core Competencies • Students need to represent their growth/strengths over the school year • Students may include a plan as to how to reach these goals • Students choose the subject(s) to use for Self. Assessment and the evidence • They DO NOT have to reflect on all their subjects

How will the SACC be done? The Self- Assessment of the Core Competencies will be: § Electronically completed by students § Uploaded to MYED – student account – documents side tab § Procedure to be distributed in the new year § Parents review the reflection

Why May? • To separate assessment and reporting • Self- Assessment if not tied to June reporting • Self-Assessment is student driven/completed • Self-Assessment is NOT teacher assessed

Suggested Timeline Month Fall Winter Spring Staff Students • Explore the Curriculum Hub and the Core Competencies section • Notice, and Name the Core Competencies • Regularly reference posters Notice, and Name the Core Competencies • Discuss Core Competencies Self. Assessment tools • Notice, and Name the Core Competencies • Integrate Core Competencies throughout the Curriculum Develop an awareness and understanding of the Core Competencies • Teach to (nurture) and practice (nurture) the Core Competencies and Self. Assessment Practice (nurture) Self. Assessment of the Core Competencies using templates Use posters for reference Introduce students to templates

Suggested Timeline Month May June Staff Students • Provide opportunities for evidence collection • Teach to (nurture) and practice (nurture) the Core Competencies and Self-Assessment Gather evidence • Upload Summative Self-Assessment • Add comment to XSTU course to reflect Self-Assessment completed Complete Summative Self -Assessment Summative Self. Assessment of the Core Competencies

Key Resources

Posters

Ministry of Education

Ministry of Education

Curriculum HUB http: //nvsd 44 curriculumhub. ca/corecompetencies/

Summative Self-Assessment Templates

Support Documents

Supporting Self-Assessment

Questions