Commitment Rubric for Participants - Why are you here?

1
EXAMINING STUDENT WORKAS A TOOL FOR ENHANCING
STUDENT ACHIEVEMENT UNIVERSAL
DESIGN FOR LEARNING (UDL) TEAMS THE CENTER FOR
LEADERSHIP IN EDUCATION MAY, 2007
2
Todays Facilitator

• Dr. Craig Phillips
• Assistant Superintendent of Curriculum and
  Instruction
  North Ridgeville City Schools.
• 440.353.1111 cphill_at_leeca.org

3
EXAMINING STUDENT WORK

• WHY? According to the National Staff Development
  Council (NSDC), one of the most compelling Staff
  Development activities is the ability of teachers
  to get together in small groups to reflect upon
  their craft. The use of Student Work Protocols
  provides teachers with an authentic method of
  examining student artifacts and receiving
  feedback on the instruction and assessment
  occurring in their classrooms.

4
WELCOME TODAYS AGENDA

• Overview of Workshop
• Why are You Here/Commitment Rubric
• Activity How We Know What Students Know and are
  Able to Do
• Assessment of Learning vs. Assessment for
  Learning, Indicators of Sound Classroom
  Assessment Practice
• Meet My New Best Friend
• Dr. Rick Stiggins!
• Review of Related Research and Articles
• Tips for Success in Examining Student Work

• Norms for Looking at Student Work Sessions
• Probing Questions for the Examination of Student
  Work
• Study and use of the Tuning Protocol
• Looking at Actual Student Work from Your School
• Conducting Your Own ESW Conferences!
• Implementing an Examining Student Work Process in
  Your School - Making it a Reality.
• Further Questions, Follow-up, and Evaluation
• Provide and share ideas for Craig to steal from
  you!

5
Commitment Rubric for Participants Why are you
here?

• I dont have any desire to change. Im here
  because I was told to be here.
• I expect to learn very little of value here. If
  sufficiently motivated by the activity, I may
  acquire some knowledge or skill but I am not
  committed to the effort to change professional
  habits.
• I hold high expectations for this professional
  learning experience. I have clear goals and am
  committed to using what I learn in my work for
  the benefit of students.
• I hold high expectations and am willing to step
  outside my comfort zone to collaborate with
  peers, to open my classroom to visitors for the
  purpose of improving my teaching, to visit the
  classrooms of other teachers, and to meet
  regularly with peers to study teaching and
  learning.
• Source Dennis Sparks - National Staff
  Development Council - June, 2001

6
Commitment Rubric for LeadersWhat will you do to
make it happen?

• 1. I am trying to fill this inservice day with
  the best speaker I can find. I hope that
  participants enjoy the experience.
• 2. I intend this professional development to
  raise awareness of an issue. I do not expect very
  many teachers to change what they do in ways that
  benefit students.
• 3. I expect virtually all participants to change
  their practice in ways that benefit student
  learning. Therefore, I commit substantial
  resources to continuous learning and ongoing
  coaching, demonstration lessons, and other forms
  of classroom support for teachers.
• 4. I expect virtually all teachers to change
  their practice and for those changes to be
  sustained over time to improve the learning of
  all students. Therefore, in addition to the
  above, I commit to long term cultural and
  workplace changes that will support professional
  collaboration and provide time and other
  resources for learning.
• Source Dennis Sparks - National Staff
  Development Council - June, 2001

7
Examining Student Work

• How Do We Know What Students Know and Are Able to
  Do?
• Please take 5 minutes to complete the graphic
  organizer on Handout 1 in small groups with your
  colleagues at your tables.
• Each group will share highlights.

8
Assessment of Learning vs. Assessment for Learning

• A wonderful resource Classroom Assessment for
  Student Learning Doing It Right Using It
  Well, by Stiggins, Arter, J. Chappius, and S.
  Chappius. 2006 Educational Testing Service
• Meet my new best friend Dr. Rick Stiggins! a
  great video about the differences between A of
  L and A for L
• Indicators of Sound Classroom Assessment Practice

9
Review of Related Research and Articles

• Resources from the National Staff Development
  Council www.nsdc.org
• - Student Work at the Core of Teacher Learning
• - Group Wise Strategies for Examining Student
  Work Together
• Resources from the National School Reform Faculty
• - Norms for Looking at Student Work Sessions
• - Pocket Guide to Probing Questions
• - Denise Snowden NBCT, Doctoral Student at the
  Ohio State University

10
Tips for Success Examining Student Work

• Use some type of discussion protocol
• Appoint a facilitator to keep you on task and to
  help you follow the protocol
• Opt for anonymity remove or white out students
  names
• Select a project, task, or assessment that
  addresses a school-wide goal (CIP Goals)
• Choose 2 or 3 samples of the assignment to
  provide a contrast (example - above average,
  typical, and at-risk student)

11
Tips for Success Examining Student Work

• Any type of real student work can be used
  journals, a sculpture, audiotapes of music
  performances, videos, a piece of writing, finger
  paintings, math portfolios, PowerPoint
  presentations
• Create time structures to review student work
  brown bag lunches, faculty meetings, team
  meetings, morning donut meetings
• Prepare a focusing question example pick a
  skill related to a Grade Level Indicator students
  are struggling with
• Collaborate! Share! Dig deep!

12
Norms for Looking at Student Work
Sessions
13
Norms for Looking at Student Work Sessions

• Handout National School Reform Faculty
• Develop a climate of trust before beginning this
  process
• Provide a safe environment
• Say something positive
• Maintain confidentiality
• Set a time limit
• Offer constructive suggestions for improvement
• Be open to new ideas
• Collaborate!
• Sharing your students work with your colleagues
  is like opening the kimono you are revealing
  part of your inner self. Be supportive of each
  other!

14
Probing Questions for the Examination of Student
Work
How do we know what students know and are able to
do?
What questions do you have about students work?
15

• Handout Clarifying Questions vs. Probing
  Questions National School Reform Faculty
• Focus on Probing Questions during ESW discussions
• Clarifying or Probing Questions What Do You
  Think?
• What was the assignment?
• What was the teachers expectation?
• What was the scoring rubric?
• Did the students show any learning?
• What did the students learn?
• What is the students ability?
• Does this work truly represent the childs
  ability?
• Was what the students were taught displayed by
  the work?
• What supports were offered during the lesson?
• Did you meet your objective?
• Is this a draft or a final product?
• How was the assignment communicated?
• Was the teacher able to communicate the
  assignment?

16

• Clarifying or Probing What Do You Think?
• (continued)
• Are the students able to communicate what the
  assignment was?
• Were samples/exemplars of the assignment
  offered?
• Could students request help with the assignment?
• Can the students verbalize what work they just
  did?
• What are the group dynamics?
• Can the students transfer the skill to the next
  assignment?
• Is the assignment necessary and relevant?
• Is the assignment for a grade or is it an
  ongoing assessment?
• What is the childs grade level and age?
• What is the childs learning strength?
• Were there time limits to the assignment?
• How will you assess the students?
• What were the group dynamics during the lesson?

17

• Clarifying or Probing What Do You Think?
  (continued)
• Was this a pre-test or a post test?
• Are there outside forces impacting the childs
  ability to do the assignment?
• Did the students follow the appropriate steps to
  reach the teachers goal?
• Did the students have options for the
  assignment?
• Was the assignment appropriate?
• Do you need to reteach the lesson?
• What was the teachers expectation?
• Does it relate to the academic content
  standards?
• What is the purpose of the assessment?
• Are what the students doing fitting into the big
  picture?
• Do the students know why they need to know this
  assignment?

18
Study and use of the Tuning Protocol
19

• DEBRIEFING/DISCUSSION
• Debrief the process and content of the Tuning
  Protocol - observations, comments, and lessons
  learned.
• What challenges and frustrations did you face
  with the process?
• How can this protocol transfer to other
  contextual situations?

20
Study of the Collaborative Assessment
Conference Protocol (time permitting)
21
OTHER SOURCES

• Great Website www.lasw.org - Looking at Student
  Work published by the Annenberg Institute.
• Looking Together at Student Work A Companion
  Guide to Assessing Student Learning - Blythe,
  Allen, and Powell - 1999 Teachers College Press
• Collaborative Analysis of Student Work Improving
  Teaching and Learning - Langer, Cotton, and Goff
  - ASCD 2003
• Examining Student Work Videotapes and Resource
  Guide ASCD 2002.
• Denise Snowden National School Reform Faculty
  
  snowden28_at_osu.edu.

22
How Do We Embed ESW into Daily Practice?

• What collaboration framework is already in place
  in your school? Example - team meetings, brown
  bag lunches, department meetings, embedded SD
  time, faculty meetings, grade level meetings,
  etc.
• What Examining Student Work frameworks and
  activities are already in place?
• What challenges do you face?
• What decisions to you need to make?

23
How Do We Embed ESW into Daily Practice?

• How can you plant some seeds?
• How do you start small and build a critical mass?
• Whats your first step?
• What will you do tomorrow to share with a
  colleague what you learned today?
• Who are the change leaders in your school?
• Make it a reality!

24
YOUR EXIT SLIP (3, 2, 1)

• 3 New Things I Learned Today
• 2 Actions I Will Take As A
  Result of My Learning
• 1 Question That Still Remains
• THANK YOU FOR YOUR TIME TODAY!