Pre-conference session: Supervising for Learning: How Administrators Can Use Assessment for Learning Conversations with Teaches

1. 10/31/10
1
Supervision
for
Learning:
How
Administrators
Can
Use
Assessment
For
Learning
Conversa>ons
with
Teachers
EARCOS
Pre-­‐Conference
Kota
Kinabalu,
Malaysia
October
30th,
2010
Faye
Brownlie
fayebrownlie@shaw.ca
We
are
in
the
business
of
learning.
Order
• Review
of
AFL
• Connec>on
to
SFL
• Research
on
SFL
• SFL
in
prac>ce
• Self-­‐reflec>on
and
goal-­‐seSng
• Our
focus
is
on
the
learner

2. 10/31/10
2
Learning
Inten>ons
• I
can
name
and
describe
the
6
Assessment
For
Learning
strategies.
• I
can
recognize
the
Assessment
For
Learning
strategies
in
the
work
of
students
and
teachers.
• I
can
understand
and
explain
to
others
the
concept
of
Supervising
for
Learning.
• I
can
summarize
the
key
research
that
pertain
to
the
why
and
the
how
of
Supervising
for
Learning.
• I
can
align
the
work
of
Supervision
for
Learning
with
Assessment
for
Learning.
• I
can
plan
a
next
step.
Assessment of Learning
Purpose
To
measure
Audience
Those
outside
the
classroom
Timing
At
the
end
Form
Marks,
rank
order,
numbers,
leYer
grades,
%
Black
&
Wiliam,
1998
Assessment for Learning
Purpose
Guide
learning,
inform
instruc>on
Audience
Teachers
and
students
Timing
On-­‐going,
minute
by
minute,
day
by
day
Form
Descrip>ve
Feedback
¶what’s
working?
•what’s
not?
•what’s
next?
Black
&
Wiliam,
1998
HaSe
&
Timperley,
2007

3. 10/31/10
3
1. Learning Intentions
“Students
can
reach
any
target
as
long
as
it
holds
s>ll
for
them.”
-­‐
S>ggins
-­‐
2. Criteria
Work
with
learners
to
develop
criteria
so
they
know
what
quality
looks
like.
3. Questions
Increase
quality
ques>ons
to
show
evidence
of
learning
4.
Descrip+ve
Feedback
Timely,
relevant
descrip>ve
feedback
contributes
most
powerfully
to
student
learning!
5. Self & Peer Assessment
Involve
learners
more
in
self
&
peer
assessment
6. Ownership
Have
students
communicate
their
learning
with
others

4. 10/31/10
4
Goal:
Learning
Inten>ons,
self
assessment
Kate
Giffin,
Queen
Alexandra,
gr.
4/5
Learning
Inten+on
Quiz
Mastery
Prac+ce
on
my
own
Assistance
please!
Where
I
get
stuck…
I
can
create
equivalent
frac>ons.
I
can
reduce
a
frac>on
to
its
lowest
terms.
Goal:
more
descrip>ve
feedback
Janice
Mercuri,
MacKenzie
Secondary
• Grade
10
socials
students
–
first
drap
of
essay
• Explained
the
rubric
to
the
grade
12
English
students,
then
they
used
the
rubric
to
highlight
the
anonymous
essays
• Grade
12
students
included
with
their
feedback,
2
stars
and
a
wish
• Grade
10
students
used
the
feedback
to
revise
their
essay,
then
handed
them
in
for
marks
Goal:
ques>oning,
self
&peer
feedback
Aliisa
Sarte
and
Joni
Tsui,
Port
Moody
Sec.
• 4-­‐6
ques>ons,
1
at
a
>me
• Ques>ons
review
the
previous
content
• All
ques>ons
are
mul>ple
choice
• Students
choose
their
response
• Votes
counted
• Partner
talk
• Revote
• 2
students
explain
their
reasoning

5. 10/31/10
5
Goal:
feedback,
self
assessment,
ownership
Aliisa
and
Joni
• During
lecture,
lab
or
assignment
• 3
coloured
cubes:
– Red
–
don’t
get
it
– Yellow
–
bit
confused
– Green
–
making
sense
– Used
with
AP
Biology
12,
science
10,
Biology
11
Goal:
self
assessment,
ownership
• Highlight
your
notes
with
the
3
colours
–
helps
you
find
what
you
need
to
focus
on
• Code
your
own
quizzes
with
coloured
pencils,
before
handing
in
• Consider
your
errors
–
how
many
were
careless?
Goal:
criteria,
self
and
peer
assessment,
ownership,
ques>oning,
descrip>ve
feedback,
gr.2/3
• An
opening
sentence
with
a
hook
• Details
• Dis>nguished
words

6. 10/31/10
6

7. 10/31/10
7
Autumn
Bear
Author-­‐Diane
Culling
Illustrator
-­‐
Cindy
Vincent
Snowberry
Books,
2007
ISBN
978-­‐0-­‐9736678-­‐2-­‐0
One
September
morning
•a
piece
of
fog
touched
me.
As
I
looked
out
my
window
the
gold
leaves
driped
out
of
the
tree
as
I
dragged
my
feet
down
the
stairs
to
breakfreast,
as
I
waited
for
the
school
bus
I
feel
puffs
of
wind
pick
up
my
hair
when
the
school
bus
came
I
slowley
walk
up
the
stairs
as
I
bundled
•
in
a
seat
as
I
went
down
the
steps
I
saw
birds
migra>ng
south
as
if
leaves
followed
them
it
looked
like
they
were
air
dancing.•
-­‐Allyson,
gr.2

8. 10/31/10
8
23
Supervising
for
Learning
is
the
process
through
which
meaningful
and
reflec>ve
dialogue
arises.
Its
first
priority
is
to
serve
the
purpose
of
promo>ng
learning
–
child,
teacher,
paraprofessional,
principal,
vice-­‐
principal,
parent.
Assessment
for
Learning/Supervision
for
Learning
Assessment
for
Learning
Supervision
for
Learning
Learning
Inten>ons
Learning
Inten>ons
Criteria
Criteria
Ques>oning
Culture
of
Inquiry
Descrip>ve
Feedback
Descrip>ve
Feedback
Self
and
Peer
Assessment
Self
Reflec>on
and
Learning
Partnerships
Ownership
Teacher
Ownership

9. 10/31/10
9
Data
Focus
on
Learning
Evalua+on
/
Supervision
Of
Teaching
Judging
BoYom
Line/Final
Word
Conversa>on
Observa>on
/
Response
Finite
Role
Specific
To
Someone
Supervising
For
Learning
Learning
Descrip>ve
Feedback
Reflec>ve
Dialogue
Inquiry
Cyclical
Role
Flexibility
Together
Focus
on
Teaching
25
Meaningful
and
reflec+ve
dialogue
around
and
about
student
learning
Culture
of
con+nuous
learning
and
improvement
Knowledge
of
teaching
and
learning
Trust
and
posi+ve
professional
rela+onships
A
Culture
of
Inquiry
26
1. Establishing
goals
and
expecta>ons
2. Strategic
resourcing
3. Planning,
coordina>ng
and
evalua>ng
teaching
and
the
curriculum
4. Promo>ng
and
par>cipa>ng
in
teacher
learning
and
development
5. Ensuring
an
orderly
and
suppor>ve
environment
27

10. 10/31/10
10
28
SLF
–
Insights
from
the
Experts
• Find
a
learning
partner
and
posi>on
yourself
next
to
one
of
the
quotes
on
the
wall.
• Read
each
quote
and
talk
about
it
with
your
partner.
• How
does
this
quote
resonate
with
your
school
and
your
experience?
30
Choose
your top 3
words/
phrases.

11. 10/31/10
11
31
 Teachers
make
a
difference
 Differences
in
teacher
effec>veness
were
found
to
be
the
dominant
factor
affec>ng
student
academic
gain
 “the
implica>on
…is
that
seemingly
more
can
be
done
to
improve
educa>on
by
improving
the
effec>veness
of
teachers
than
by
any
other
single
factor.”
Wright,
Horn
and
Sanders,
1997
SLF
–
Learning
Inten>ons
As
a
school
staff
and
as
individuals,
what
do
we
want
to
get
beRer
at?
•How
can
leaders
promote
professional
learning
that
will
impact
on
student
achievement?
•What
professional
learning
inten>ons
should
be
our
focus?
•How
can
we
sustain
our
focus
over
>me?
SFL
-­‐
Criteria
What
criteria
can
we
iden+fy
as
a
group
or
as
individuals
that
will
help
us
iden+fy
success?
•How
can
we
include
current
research
on
teaching,
learning,
and
engagement?
•How
will
we
know
our
efforts
are
making
a
difference
to
student
learning?

12. 10/31/10
12
SFL
–
Culture
of
Inquiry
How
can
we
begin/maintain
a
culture
of
inquiry?
•What
big
ques>ons
will
guide
our
inquiry?
•What
ques>ons
can
I
use
to
start/sustain/
con>nue
the
conversa>on?
•What
ques>ons
do
I
ask
the
student/the
teacher?
Descrip>ve
Feedback
How
can
we
expand
the
use
of
descrip+ve
feedback
when
we
talk
about
the
learning
of
our
students
and
of
our
prac+ce?
•what’s
working?
•what’s
not?
•what’s
next?
•How
do
we
help
these
frame
our
daily
conversa>ons
and
our
reflec>ons
and
the
paYerns
we
no>ce
in
our
students
over
>me?
SFL
–
Self-­‐Reflec>on
and
Learning
Partnerships
How
can
we
promote
and
model
self-­‐
reflec+on?
•How
can
I
demonstrate
that
I
am
a
learner
and
work
with
teachers
as
a
learning
partner?
•How
can
we
create
and
maintain
learning
partnerships
and
communi>es
with
peers
that
focus
on
enhancing
student
learning?

13. 10/31/10
13
SFL
–
Teacher
Ownership
How
can
we
structure
a
culture
in
which
we
take
ownership
of
our
own
learning
and
share
our
learning
with
each
other
in
a
nonjudgmental
manner?
•What
structures
can
we
set
up
to
promote
collabora>on
among
teachers?
38
Rethink
your
classroom
39
Supervising
for
Learning
conversa>ons
are
focused
and
strategic.
They
centre
on
learning
and
how
to
move
forward.
They
are
not
an
end
to
themselves,
but
rather
a
means
to
iden>fy
goals
and
the
process
for
achieving
those
goals
within
a
given
>me
frame.
Yrsa
Jensen,
BCELC

14. 10/31/10
14
40
 Think
about
a
teacher
or
a
group
of
teachers
with
whom
you
would
like
to
work
 Think
about
their
strengths
and
their
challenges
 Think
about
what
student
learning
you
would
you
like
to
focus
on,
and
how
you
would
like
to
begin
the
conversa>on
 Think
about
how
you
would
share
the
framework
 Discuss
with
a
learning
partner
Grand Conversations, Thoughtful Responses - a unique approach to literature
circles -­‐
Faye
Brownlie
Portage
and
Main
Press,
2004
Student Diversity, 2nd ed -­‐
Brownlie,
Feniak
and
Schnellert
Pembroke
Publishers,
2005
It’s All about Thinking – Collaborating to support all learners (in English, Social
Studies and Humanities)
–
Brownlie
and
Schnellert
Portage
and
Main
Press,
2009
Pulling Together – Integrating inquiry, assessment, and instruction in today’s
English classroom
–
Schnellert,
Datoo,
Ediger,
Panas
Pembroke
Pub.,
2009
Webcast series:
hYp://bcelc.insinc.com/webcastseries/