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Multi-level leadership for assessment for learning, and the potential of critical friendship Sue Swaffield GIER symposium. Griffith University, Brisbane. – PowerPoint PPT presentation

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Title: Multi-level leadership for assessment for learning, and the potential of critical friendship


1
Multi-level leadershipfor assessment for
learning,and the potential of critical friendship
  • Sue Swaffield
  • GIER symposium. Griffith University, Brisbane.
  • 14 September 2012

Faculty of Education
2
The Issue
  • Practice and research identifies an approach to
    teaching and learning that not only helps
    learners learn the matter in hand, but also helps
    them become better learners.
  • But the practice is not authentically adopted
    very widely.
  • What frameworks and practices might help in
    leading the adoption and embedding of that (or
    any) change?

3
Outline
  • Assessment for learning
  • Leadership for learning framework
  • Critical friendship
  • Leading assessment for learning In the
    classroom At the school level At the system
    level

4
  • ASSESSMENT FOR LEARNING

5
Assessment for Learning
  • Assessment for Learning is part of everyday
    practice by students, teachers and peers that
    seeks, reflects upon and responds to information
    from dialogue, demonstration and observation in
    ways that enhance ongoing learning.(Klenowski
    2009, 264)

6
  • Substantial learning gains
  • Aids the process of learning, as well as learning
    the content of a lesson

7
AfL practices
  • Adjusting teaching and learning on the basis of
    evidence of learningClarifying learning
    objectives and indicators of success and
    qualityQuestioning and dialogue that provokes
    learning and provides evidenceFeedback and
    marking that identifies achievements and guides
    improvementSelf and peer assessment that enables
    self-regulation and improvement of learning

8
Guiding principles
  • Making learning explicit
  • Promoting learning autonomy
  • Focusing on learning (as opposed to marks or
    grades)
  • (James et al., 2007)

9
  • Practice that fails to serve these underlying
    principles is not assessment for learning.(James
    et al., 2007)
  • The claimed advantages only apply to authentic
    interpretations.(Black et al., 2003)

10
  • LEADERSHIP FOR LEARNING FRAMEWORK

11
Leadership for Learning
  • A framework
  • Leadership and learning both seen as
    activityFive principles
  • MacBeath and Dempster (2009)
  • Leadership for Learning the Cambridge Network

12
LEADERSHIP FOR LEARNING
Dialogue
Shared leadership
Accountability
Organisational Learning
Focus on learning
Conditions for learning
Professional Learning
Moral Purpose
Moral Purpose
Leadership
Student Learning
Democratic Values
13
LfL principles - headlines
  • A focus on learning
  • Conditions for learning
  • Dialogue
  • Shared leadership
  • A shared sense of accountability

14
  • CRITICAL FRIENDSHIP

15
Critical friendship
  • Trustful, supportively-challenging
    relationships, where the critical friend assists
    through provocative questioning, reflecting back,
    and by providing an alternative perspective.

16
  • LEADING ASSESSMENT FOR LEARNING
  • CRITICAL FRIENDSHIP QUESTIONS

17
Leading AfL in the classroom
  • What are the students actually learning?
  • How could be physical, social and cultural
    conditions for learning be improved even more?
  • What is the quantity and quality of dialogue?
  • To what extent do pupils exercise leadership for
    their own and others learning?
  • How widespread is the sense of accountability for
    learning?

18
Leading AfL at the school level
  • How are teachers supported in their learning?
  • What can be done to enhance collaborative
    enquiry?
  • Is professional dialogue disciplined, collective,
    reciprocal, supportive, cumulative and
    purposeful?
  • Is every teacher encouraged to take the lead
    beyond their classroom in areas of their
    expertise regardless of status or role?
  • Is systematic self-evaluation embedded?

19
Leading AfL at the system level
  • Is everyones learning including policy-makers,
    parents and school leaders addressed?
  • Is the system as a whole conducive to the
    development of AfL, without conflicting
    priorities?
  • What structures are in place to enable dialogue
    across all members and parts of the system?
  • Who is leading? Could leadership be shared more?
  • To what extent is accountability
    multi-directional?

20
References
  • Black, P., C. Harrison, C. Lee, B. Marshall, and
    D. Wiliam. (2003). Assessment for learning
    Putting it into practice. Maidenhead Open
    University Press.
  • James, M., Black, P., Carmichael, P., Drummond,
    M.J., Fox, A., MacBeath, J., Marshall, B.,
    McCormick, R., Pedder, D., Procter, R.,
    Swaffield, S., Swann, J., and Wiliam, D. (2007).
    Improving learning how to learn in classrooms,
    schools and networks. London Routledge.
  • Klenowski, V. (2009). Assessment for Learning
    revisited An Asia-Pacific perspective.
    Assessment in Education Principles, Policy
    Practice, 16(3), 263268.
  • MacBeath, J. and Dempster, N. (2009). Connecting
    Leadership and Learning Principles for practice.
    Abingdon Routledge.

21
Leadership for Learning the Cambridge Network
  • www.educ.cam.ac.uk/lfl
  • Email lfl_at_educ.cam.ac.uk
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