Stanley British Primary School

Professional Learning 2011-2012

Mission StatementWe engage, challenge, and inspire

children to reach their potential and develop their own voices within an inclusive, diverse, and collaborative community that values distinct contributions and abilities. We prepare teachers to implement our vision, mission, and values, and we share our educational approach with the larger community.

Our Guiding Questions

How are we meeting each child’s needs?

How do we measure what children already know as well as what they can do within a lesson, unit, school year?

Goals for TodayBegin to answer our guiding questions by getting

smarter about assessment and “data”

Name what we already do and how it supports student learning

Expand our collective knowledge about assessment and the use of data to “inform” instruction

Clarify the 2011-2012 School Wide Professional Learning Objectives

Review the “new” lesson plan format and Observation Cycle

Writer’s Notebooks We write to understand

ourselves. Writing is thinking.

We discover how much we know rather than how little we know by writing.

Our voice on the page reveals what we think and how we feel.

In your writer’s notebook

Think about a time when you learned something new…

What kind of support helped you understand?

How did you know you “got it”?

How are we meeting each child’s needs?

When you learn something new…

Support that helped you get there…

Getting to “got it”…

Vision of Learning Target leading to“Understanding”

Assessment & Differentiated Instruction

Assessment & Reflection

“To Sit Beside”

Assessment derived from the Classical Latin word “assidere” (sit by, council, be near, assess)

Assessment of LearningAssessment for Learning

Assessment As Learning

How do we measure what children already know as well as

what they can do within a lesson, unit, school year?

Diagnostic Formative Summative

Before During After

Diagnostic AssessmentDesigned to determine a

student’s entry point relative to the learning objectives as a unit of study begins

Differentiation: readiness, interest, learning profile

Formative AssessmentOn-going “informative”

assessment for learning designed to follow a student’s progress toward attaining the learning objectives.

Differentiation: adjusting & planning next instructional steps as you teach

Summative AssessmentAssessment of learning. Measures

whether a student is able to reach or exceed learning objectives after a lesson or unit is over

1 point in time; Provides information for planning an

upcoming unit

How do you measure what children already know as well as

what they can do within a lesson, unit, school year?

Diagnostic Formative Summative

Catch your questionsWhat questions do you have about

assessment?

Use those questions to set a purpose for your reading

Be prepared to share your insights with a partner who read a different article

Growing Our Understanding“The Best Value in

formative Assessment,” Steven and Jan Chappuis

“Learning To Love Assessment,” Carol Ann Tomlinson

Read & Take a Break

Be prepared to share ideas at

10:45

Partner Share10:45-11:05

Share insights from your article

Continue to build your “3 Types of Assessment” list

Professional Learning

Guiding Questions:

How are we meeting each child’s needs?

How do we measure what children already know as well as what they can do within a lesson, unit, school year?

Know…3 Types of Assessment

DiagnosticFormativeSummative

Be Able to…Design units that incorporate diagnostic, formative,

summative assessment.

Work collaboratively with resource teachers to better understand individual students and meet their needs.

Use “data” and collected evidence to map student growth toward learning objectives on the EIC Chart.

Articulate student progress and relevant assessment information to families and students. Share how student needs are being met.

Learning ActivitiesSchool wide professional Learning

Grade Level Team Meetings

Internal Learning Lab Classrooms

Individual reflection through coaching conversations, and the observation cycle with Tim, Joanna, Stephanie, Allison, Lynne

The Observation Cycle includes…Creating a lesson using the

revised lesson plan document

Completing a self reflection on the lesson

Exit SlipFormative Assessment for us! Let

us know your thinking

Leave Exit Slips on the table

Please take the silver buckets if you can use them for your classroom!

“The real voyage of discovery consists not

in seeking new landscapes but in

having new eyes.”

-Marcel Proust