Science Leadership

Support NetworkOctober 17, 2008

Supported by PIMSER and Kentucky Department of Education

Welcome!Help yourself to some refreshments

and enjoy some networking!

2008-09 Goals of SLSN

• Deepen understanding of a balanced assessment system and its role in motivating students to higher levels of achievement.

• Understand and incorporate skills and strategies for transforming planning and practice in order to ensure that all students understand key concepts from the Earth and the Universe big idea.

• Develop and act on a personal vision of leadership for sustainable improvement in their school or district.

Group Norms

• Start and end on time• Put cell phones on silent• Be respectful of all

comments• Everyone participates• Exercise the rule of “two

feet”• Come prepared for the

meeting

September Review

FormativeAssessment

True Colors

The Earth & the Universe

Teacher Leadership

Road Map for Today

FormativeAssessment

Teacher LeadershipGrading and

Reporting

SharePoint• SharePoint is a Microsoft product utilized

by UK that allows public access to various files, calendars, forums, and other collaborative items.

• Welcome Page: http://www2.research.uky.edu/pimser/p12mso/Welcome/Welcome.aspx

Meeting Resources

Calendar

Other Features

• Announcements

• Surveys

• Discussion Boards

• Photos

• Links

• Contact Jessica Dutzy with questions or problems at 859-257-3706 or at jessicadutzy@uky.edu

Teacher Leadership

• Learning Targets

– To explore the teacher leader role from multiple perspectives

– To develop a deeper understanding of the teacher leader role

What Makes a Leader a Leader?

http://www.youtube.com/watch?v=obTibTvy5_Y

• In their extensive data analysis of actual schools beating the odds, William Parrett and Kathleen Budge of Boise State University found that, more than anything else, teacher and administrator leadership are key to driving schools from low performance to high performance.– ASCD Inservice Blog, October 9, 2008

Who’s the Expert Around Here?

• Before you read, write down your personal description of a teacher leader. Consider this as you read the case study.

• As you read, note places that relate to expertise of teacher leaders (questions, doubts, descriptions, etc.) and places that relate to resistance from colleagues.

• When you finish, write a two sentence summary of the case, identifying the central problem and other dilemmas. Also jot down what you believe are the issues that contributed to these problems.

Perspectives

Form small groups based on the following:

– 1—Jackie Randolph– 2—Zoe Sansarian– 3—Faith Smith– 4—Bob Rollins

Paula Winslow will be discussed later.

Perspectives

• For your particular character, please discuss the following questions with your group:– What is the character’s view of the science specialist

role? Identify 3 or 4 phrases this character might use to describe the role of the mathematics specialist.

– What are this character’s concerns about how the role is currently being carried out?

– Select a quote from the case (one sentence or less) that best illustrates the perspective of this character on the science specialist role.

– Create a chart for your character listing phrases/adjectives that describe their particular perspective towards the science specialist role.

Multiple Perspectives

• As you present your character to the group, please address the following:– What phrases did you come up with to

describe the role of the science specialist?– What evidence from the case can help us

understand why those particular phrases represents your character’s perspective on the specialist role?

The Science Specialist• In the same small groups, now discuss how

Paula views her role as the specialist. Draw on earlier phrases that were compiled.

• Consider these questions:– What are Paula’s concerns about her role at

this time? Why?– How would you characterize Paula’s view of

the specialist role? What phrases could you use?

– Select a quote from the case (1 sentence or less) that best illustrates Paula’s perspective.

Understanding Perspectives

• What phrases would Paula use to describe her specialist role?

• In what ways is Paula’s perspective on the specialist role similar to that of Zoe? of Bob? of Faith? of Jackie?

• What is “special” about the “specialist” role? In what ways has Paula “specialized”?

Teacher Leadership

• “Do you think Paula is the expert in science in this building?” – What types of knowledge might a teacher leader need?– Subject matter?– Pedagogical knowledge?– Reform knowledge?– Professional development knowledge?

• Is expertise a prerequisite for effective teacher leadership or an outcome of effective teacher leadership?

Teacher Leadership

• Research supports that teachers’ professional expertise necessarily develops over time. Webb, Heck, and Tate (1996) identified 7 elements that promote professional growth:– Disequilibrium,– Exposure to new ideas,– Belief in the positive effect of those new ideas on

students’ learning,– Access to modeling of good teaching,– Support for one’s own change,– Individual experimentation,– Individual and collaborative reflection with colleagues.

Take Home Message

• Acting in a leadership role invariably raises questions, for the teacher leader and his or her colleagues, about what constitutes appropriate behavior.

• Examining and understanding different perspectives deepen the understanding of the teacher leader role.

FACTS Chapters 1-3

Learning Targets• Identify reasons why

some concepts are so difficult for students.

• Identify important considerations for instructional design for developing scientific understanding.

D

Memory Box1. Take a moment to review what you’ve read.2. Set your notes and materials aside and in

the “Memory Box”, list as many big ideas or important details you can remember.

3. Compare your list with a neighbor. Add as many new ideas as you can.

4. Now find another person to compete with. You get a point for any idea you have on your list that the other person does not have. If you both have the same idea, no one gets a point.

5. Now return to your neighbor and compare how many points you earned. Add any new ideas to your list.

• Decide which idea on your list is the Most Valuable Point (M.V.P.) and put a star next to it.

Why are some concepts so difficult?

• What should be the focus of teaching and learning?

• How can assessment promote thinking and learning?

• How might FACTs be used poorly or ineffectively?

Instructional Considerations

• Illustrate and explain the difference between an eclipse and a new moon.

Take Home Message

• “Optimal opportunities to learn exist when science teachers are aware of the variety of different ideas students are likely to bring to their learning, see the connections between students’ thinking and the specific ideas targeted by state and national standards, and provide learning experiences that build a bridge between their students’ thinking and accepted scientific ideas.”– Pg. ix in Science Formative Assessment

Formative Assessment

Learning Targets

• Learn/review/practice a variety of FACTS

• Identify existing probes, concept cartoons, ‘hinge’ questions that are congruent to learning targets for The Earth and The Universe

Moon Phases

• Use each letter of the phrase ‘Moon Phases’ to begin a sentence or statement about the concept.

First Word-Last Word

• Variation of acrostics• Used to activate student thinking about a

concept or topic• First Word – at beginning of unit – to uncover

student ideas• Last Word – after learning experiences – to

allow comparison of ideas/growth and depth of understanding

Seasons• Missed Conception: “The reason we have seasons is that, as

the Earth revolves around the sun, it is closer to the sun in the summertime; therefore, it is warmer in summer and colder in winter.”

• Why do you think the student had that idea?• What things could you do to help someone understand the

scientific explanation for seasons? How would this help someone give up his or her original idea in favor of the scientific one?

• Did you ever have a similar ‘missed conception’ at the beginning of this unit-or some other time? Do you think you might still hold some of these ideas or parts of them? Why or how has your thinking changed or not changed?

Missed Conception

• A statement about an object or phenomenon that is based on a commonly held idea noted in the research on students’ ideas in science

• Best used AFTER instruction

• Students should work in small groups to discuss and respond; then share their ideas with others

The Earth and The Universe:Earth, Sun, Moon Interactions…..

Teaching for Understanding

Food for Thought

“Formative assessment isn’t just about strategies to ascertain current knowledge—formative happens after finding out has taken place. It’s about furthering student learning during the learning process.”

Shirley Clarke

Now it’s Your Turn….

• Please read the following questions.

• At the signal, using the ALL RESPONSE SYSTEM (your fingers!), please hold up your choice for the item.

Assessment FOR learning…

1. Involves teachers providing descriptive rather than evaluative feedback to students.

2. Involves teachers assessing frequently and using the results to plan next steps in instruction.

3. Involves reporting to others about students’ achievement status at a certain point in time.

4. Both 1 and 2

Which of the following is NOT considered a key strategy for improving student learning?

1. Sharing learning targets/intentions with students.

2. Providing evaluative/quantitative feedback.

3. Engaging students in self assessment.

4. Facilitating focused discussions, questions, learning activities.

5. Utilizing peer assessment strategies.

Based on evidence/research, “It’s not the difference in curricula, it’s

the difference in teaching that really impacts student achievement”.

1. True

2. False

Descriptive and specific feedback should be provided to students…

1. By the teacher

2. By other students

3. By both the teacher and other students

According to research, which of the following contributes most to

student improvement?

1. Providing assessment scores to students.

2. Providing comments/feedback to students about their work.

3. Providing both scores and comments/feedback to students about their work.

Take Home Messages

• Probes are assessments for learning—they are different from summative assessments.

• Misconceptions are tenacious—it takes time and careful instruction to help students give them up. Correcting students’ misconceptions before they have an opportunity to think and talk them through does not support conceptual change.

• Start small—pick just a couple of new strategies to implement.

Grading and Reporting

Learning Targets• Relate focus of

teaching and learning to grading practices.

• Review some key guidelines for grading and reporting.

Grading and Reporting

• Would you grade the student responses to one of the FA probes? Why or why not?

• What is the purpose of a grade?

• What information should a grade provide?

Kinds of Assessment

• Diagnostic/Pre-assessment: takes place prior to instruction; used to identify student’s needs with respect to learning targets

• Formative/On-going assessment: provides direction for improvement and/or adjustment to instruction for a student/group of students/whole class

• Summative/Final assessment: provides information to be used in making a judgment about a student’s achievement at the end of a sequence of instruction

Assessment Continuum

Pre-assessmentPre-assessment FormativeFormative SummativeSummative(Finding Out) (Keeping Track &

Checking Up)(Making Sure)

•Pre-test•Graphing for Greatness•Inventory•KWL•Checklist•Observation•Self-Evaluation•Questioning•Concept Map

•Conference•Peer Evaluation•Observation•Questioning•Exit Card•Portfolio check•Quiz•Journal Entry•Self Evaluation•Concept Cartoons•Probes

•Unit test•Performance Task•Product/Exhibit•Demonstration•Portfolio Review

Never gradedRarely graded

Graded

Feedback and Goal Setting

Guideline #5

AssessmentOfLearning

Time

Bob

Gwen

Roger

Pam

Guidelines for Grading1) Relate grading procedures

to the intended learning goals, i.e., standards (PoS).

2) Use criterion-referenced standards as reference points to distribute grades.

3) Limit the valued attributes included in the grades to individual achievement.

4) Sample student performance – don’t include all scores in grades.

5) “Grade in pencil” – keep records so they can be updated easily.

6) “Crunch” numbers carefully – if at all.

7) Use quality assessment(s) and properly recorded evidence of achievement.

8) Discuss and involve students in assessments, including grading throughout the teaching/learning process.

Road Map for Today

FormativeAssessment

Teacher LeadershipGrading and

Reporting

For Our Next Meeting

• Read “Seven Reasons for Standards-based Grading”

• Complete the window notes organizer for the article.

• Next meeting: Nov. 14th