Assessment practices and teacher performance presented at Mid-Hudson Principals' Center Summer Leadership Institute

1. Assessment Practices and Teacher Performance Jill Berkowicz July 7, 2010

2. Today’s Objectives Administrators will be able to help teachers to: Deepen skills to observe student learning Develop processes that develop student learning Expand vocabulary and thinking about evaluation of student learning and staff performance

3. How do we measure that? Deepen Develop Expand vocabulary and thinking

4. By the end of the 2 hours.. You will be able to re-write the three objectives and You will be able to list alternative ways to measure them I promise!

5. Context!

6. Richard Elmore said… In 2000 Richard Elmore said that …… “Standards-based reform localizes accountability for student learning with the school and the people who work in it…” Albert Shanker Institute

7. So we must… Develop Inform Support Advise Encourage Model

8. Change in APPR What does the inclusion of measuring student progress mean to classroom teachers? What does the inclusion of measuring student progress mean to administrators? What has to change in your thinking? What has to change in your processes? What do you know? What do you need to know?

9. What do we know about how students learn?

10. Non-Negotiable Reading, writing, and comprehension must be growing Web-sense Team skills Activity Expressing knowledge in a variety of ways

11. Non-Negotiable Encouragement and feedback Counsel and coaching Differentiation must be planned and individualized Things have to make sense Assessment needs to be frequent and varied Progress must be measured

12. Non-Negotiable Students engaged in solving real problems Using their own knowledge Obtaining new knowledge Sharing it with other students and their teacher Getting immediate feedback that guides their next decision or action Creating something new with that knowledge

13. What do we see when we look at classrooms?

14. What Can Learning Look Like?

15. What should we see when we look at classrooms?

16. What we want for our students

17. How Can Progress Be Measured? Formative Assessment

18. Because it… Provides Criteria for Success Includes Attainable Learning Goals Provides Effective Learning and Assessment Opportunities Offers Evidence Based Feedback Includes Self-, Peer-, and Teacher Involvement and Assessment Martin-Kniep, 2010

19. How do you measure? Tests and quizzes Research papers Exhibition Portfolio submissions Oral presentations Authentic assessments Martin-Kniep, 2010

20. What can we measure? Recall (information) Product (use of information) Performance (demonstration of information) Process (using information) Martin-Kniep, 2010

21. Aligning Goals and PerformanceAdapted from McMillan, 2007.

22. Tracking Progress Teachers should use Formative Assessments to support learning and improve achievement Administrators need to monitor teachers’ work with Formative Assessment including it in the Evaluation Process Administrators may want to look into Value-Added Analysis in order to track student achievement school-wide.

23. Let’s Re-Write Today’s Objectives Administrators will be able to help teachers to: Deepen skills to observe student learning by.. Develop processes that develop student learning by.. Expand vocabulary and thinking about evaluation of student learning and staff performance as evidenced by…

24. Let’s do it…

25. What do we have to do to prepare this generation?