3d Using assessment in instruction...no longer signaling the end of instruction

For this post, I am highlighting 3d Using Assessment in Instruction.

As part of our school improvement plan, I wanted to continue to provide information regarding our classroom walk-through data collection efforts.  During classroom walk-throughs  at Waukesha North High School we are collecting evidence from  2e Organizing Physical Space, 3a  Communicating with Students, 3b Using Questioning and Discussion Techniques, 3c Engaging Students in Learning, and 3d Using Assessment in Instruction.

Below is a report out from the beginning of the school year until March 12, 2014.

The information in the bar graph provides information on how our practices are moving towards proficient ("3") and distinguished ("4") levels in the classrooms in Domain 3c at Waukesha North High School.

Classroom walk-throughs 

Amount of Observations:  407

First 20 minutes of class:  43%

20-40 Minute Mark:  36%

Last 20 minutes of Class:  21%

(October 2013 to March 12, 2014)  

                                

Here are the specific elements that are considered when evaluating for component 3d Using Assessment in Instruction:

• Assessment Criteria

• Monitoring of student learning

• Feedback to students

• Student self-assessment and monitoring of grades

3d Using assessment in instruction

What are observable actions of a level 3 or 4 classroom, 3d Using Assessment in Instruction?

• Students are invited to assess their own work and make improvements, most of them do so.
• The teacher uses specifically formulated questions to elicit evidence of student understanding
• Students offer feedback to their classmates on their work

What are your strategies for using assessment in instruction? Please log-in to share a comment.

"There is no education like adversity" reflecting on the lessons of a great leader

Over the last several weeks, Waukesha North High School leadership team read and discussed the book, Wooden on Leadership; by John Wooden and Steve Jamison.  The book highlights leadership anecdotes and advice from one the greatest, the late John Wooden.  I have always been a fan of Wooden and his thoughts on leadership.  Wooden known in basketball circles for his powerhouse teams at UCLA in the 1960's.  Click on the short video below about the life of John Wooden.

           2 minute video on the life of John Wooden

Wooden in his life set the standard for leading a successful team (10 National Championships in 12 years).   More importantly,  he helped establish a blue print on how to live a life and help an organization strive for greatness.  Even though I am familiar with many Wooden's life lessons, I came away with a reminder of what I hope to strive for in my role as a leader and promote within the organization.

I have always been inspired about Wooden's thoughts about "competitive greatness."  The journey as a leader to become the best of which you and your team are capable, helps guide my work in my current role as a school leader.

Wooden believed that leadership is largely learned, and most of us have a potential far beyond what we think is possible.  As a first year English teacher in Kentucky, Wooden stated, "success is peace of mind which is the direct result of self satisfaction in knowing you made the effort to become the best of which you are capable."  Wooden spent the rest of his life reminding us that effort is the ultimate measure of your success.

Some of my other favorite takeaways from this book:

• Focus on running the race, rather than winning it
• Before you can lead others, you must be able to lead yourself
• Leadership is an imperfect science.  Mistakes made in the process of trying to do things the right way may hurt, they should not cause guilt or shame
• Seek people who have a fire in their belly enthusiasm for your organization
• Make each day a masterpiece.  "Give me 100 percent.  You can't make up for poor effort today by giving 110 percent tomorrow.  You don't have 110 percent.  You only have 100 percent, and that's what I want from you right now"

 The book brings to light the ultimate goal for leaders; "teaching others how to bring forth the best which they are capable."  I believe helping others achieve their own greatness is what defines great leadership in the end.

                                         

For additional information about the life of John Wooden

Click here

3C Engaging Students in Learning-The centerpiece of the framework

For this post, I am highlighting 3c Engaging students in learning which is the centerpiece of the Danielson framework for teaching.

As part of our school improvement plan, I wanted to continue to provide information regarding our classroom walk-through data collection efforts.  During classroom walk-throughs  at Waukesha North High School we are collecting evidence from  2e Organizing Physical Space, 3a  Communicating with Students, 3b Using Questioning and Discussion Techniques, 3c Engaging Students in Learning, and 3d Using Assessment in Instruction.

Below is a report out from the beginning of the school year until February 11, 2014.

The information in the bar graph provides information on how our practices are moving towards proficient ("3") and distinguished ("4") levels in the classrooms in Domain 3c at Waukesha North High School.

Classroom walk-throughs 

Amount of Observations:  305

First 20 minutes of class:  43%

20-40 Minute Mark:  35%

Last 20 minutes of Class:  22%
(October 2013 to February 11, 2014)  

                                

Here are the specific elements that are considered when evaluating for component 3c Engaging Students in Learning:

• Activities and assignments

• Grouping of students

• Instructional Materials and resources

• Structure and Pacing

3c:  Rubric, Engaging Students in Learning

What are observable actions of a level 3 or 4 classroom, 3c Engaging Students in Learning?

• Students are given a task to do independently, then discuss with a table group, followed by reporting by each table
• Sevens students (out of 32) have finished an assignment early and begin talking among themselves, the teacher assigns a follow up activity

• Student interest and enthusiasm is evident, including problem solving
• Students are asked to explain their thinking and learning tasks require higher level thinking
• Students are actively "working," rather than watch their teacher do all of the work
• The pacing of the lesson is not dragged or rushed and allows time for closure and student reflection

What are your strategies for Engaging Students in Learning? Please log-in to share a comment.

Taking a closer look at walk-through data, 3b Questioning and Discussion Techniques --Waukesha North HS

As part of our school improvement plan, I wanted to continue to provide information regarding our classroom walk-through data collection efforts.

During classroom walk-throughs  at Waukesha North High School we are collecting evidence from  2e Organizing Physical Space, 3a  Communicating with Students, 3b Using Questioning and Discussion Techniques, 3c Engaging Students in Learning, and 3d Using Assessment in Instruction.

For this month, I am highlighting 3b Using Questioning and Discussion Techniques.  Below is a report out from the beginning of the school year until January 9, 2014.

The information in the bar graph provides information on how our practices are moving towards proficient ("3") and distinguished ("4") levels in the classrooms in Domain 3b at Waukesha North High School.

Classroom throughs October 2013 to January 9, 2014:  

Amount of Observations:  232

First 20 minutes of class:  36%

20-40 Minute Mark:  43%

Last 20 minutes of Class:  21%

Here are the specific elements that are considered when evaluating for component 3b Using Questioning and Discussion Techniques:

• Quality of questions/prompts

• Discussion Techniques

• Student Participation

 Rubric: 3b Using questioning and discussion techniques

What are observable actions of a level 3 or 4 classroom, 3b Using Questioning and Discussion Techniques?

• Questions are of high cognitive challenge, formulated by both the teacher and the student
• Questions have multiple possible answers or approaches, even though there is only one correct answer
• Discussion happens without teacher taking the lead role (ex. Socratic Seminar)
• High levels of student participation are evident
• The teacher asks the student to justify their answer
• The teacher asks every student to write a response to a question and then has them share it with a partner or with the class
• Students invite comments from their classmates during discussion
• Students are asked to comment on classmate's responses to questions

What are your strategies for using questioning and discussion techniques with students? Please log-in to share a comment.

Taking a closer look at walk-through data, 3a Communicating with Students --Waukesha North HS

As part of our school improvement plan, I wanted to provide information regarding our classroom walk-through data collection efforts for the 1st quarter of the school year.

During classroom walkthroughs  at Waukesha North High School we are collecting evidence from  2e Organizing Physical Space, 3a  Communicating with Students, 3b Using Questioning and Discussion Techniques, 3c Engaging Students in Learning, and 3d Using Assessment in Instruction.

For this month, I am highlighting Domain 3a, Communicating with Students.  Below is a report out from the first two months of the school year.

The information in the bar graph below provides how our practices are moving towards proficient ("3") and distinguished ("4") levels in the classrooms in Domain 3a at Waukesha North High School.

Classroom throughs October/November 2013 Data:  

Amount of Observations:  148

First 20 minutes of class:  36%

20-40 Minute Mark:  43%

Last 20 minutes of Class:  21%

Classroom walk-through data, Waukesha North HS -October/November 2013

3a:  Communicating with Students

3a:  Communicating with students rubric

I would like to spend some time this post  breaking down 3a, Communicating with Students.  The critical elements of component 3a are:

• Expectations for Learning

• Directions and Procedures

• Explanations of Content

• Use of Oral and Written Language

What are observable actions of a level 3 or 4 classroom, 3a Communicating with Students?

• The goals for learning clearly are communicated to students (learning targets and I can statements)
• This purpose is made clear, and students understand what they are expected to do during a lesson
• When explaining content, teachers use vivid language and imaginative metaphors, connecting explanations to students' interests beyond school
• The teachers states, "By the end of this lesson you are all going to be able to factor different types on polynomials."
• The clarity of lesson purpose is clear (learning targets posted and referenced before, during, and at the conclusion of the lesson)
• The instructors requests the following, "Who would like to explain this idea to us?" 
• Clear directions and procedures specific to the lesson activities are provided
• Students engage with the learning activity/task, indicating that they understand what to do
• The teacher uses a Venn diagram to illustrate the distinctions between two topics (i.e. republic and a democracy)
• The teacher says, "Here's a spot where some students have had some challenges, be sure to read it carefully."

What are your strategies for communicating effectively with students? Please log-in to share a comment.

Taking the next step from Good to Great

Our latest administrative team read at Waukesha North High School,  Activate: A Leader's Guide to People / Practices /Processes had some interesting take aways and reaffirmed some of the great work taking place in the School District of Waukesha.  Here are some of my top highlights and take-aways from this book:

• High performing schools have data teams and or professional learning communities that follow a consistent cycle of inquiry into how students are progressing on learning goals and how staff are performing with their teaching techniques

• Fear of change is powerful and debilitating, taking down competent leaders with ease

• Hattie, "The biggest effect on student learning occurs when teachers become the learners of their own teaching and when students become their own teachers."

• Simply, there are two kinds of leaders, those who want to get things done and others who don't want to make mistakes

• High performing organizations go the extra mile to create cultures where people are prepared for and expect change

• The key role for a school leader is communicating clearly that learning and achievement outcomes of students are priority in any list of outcomes

Other Reflections:

We must continue to do the tough work on behalf of students. Cultivating a culture where change is expected and embraced takes time, effort and energy.  Creating a sense of urgency in which a culture of continuous improvement and a commitment to think outside of the box is critical.  When I reflect on some of the innovative practices, ideas, and innovation that I have seen first hand at Waukesha North High School, I am excited for the future my profession.

Our challenge as a school, is how can we take the spirit of innovation and transform the organization into a true Professional Learning Community, in which a PLC is not something that we "do" for 30 minutes, 2 times a week.  Rather, it's a mindset in how we best serve students and respond to data with specific adult actions that will ultimately raise student achievement. 

Moving Forward in 1:1 Environment: Waukesha North High School

As I get ready to help lead a roll out of over 1,100 student iPads in time for the start of the 2013-14 school year at Waukesha North High School, I am beyond excited for our staff, and potential it holds for students that walk through the doors at 2222 Michigan Avenue.

The device alone, will not guarnatee increased student aceivement.  This coming from someone who absolutely loves their iPad and Macbook Air.    Any advancement in technology, like the ball point pen or pencil, the "tool" alone, will do nothing to improve student achievement if not used to its potential.

Technology will never replace a quality teacher in the classroom.  With that being said, the iPad is an incredible “tool” for teachers to have at their disposable. It is a versatile device that students can use for so many purposes, formats, and audiences.  

What about the teacher? It is, and always will be about the instruction and planning that goes into lesson design, that is when the talents and skill set of the classroom teacher comes in.  The iPad will allow for greater opportunities for students to demonstrate, Writing, Inquiry, Collaboration, and Reading; the pillars of a quality lesson and to extend their learning beyond the walls of Waukesha North High School.

The SAMR Model outlined in the link, is a framework for teachers and students.  How do we get students from using the iPad as an enhancement to the transformation phase?   How do we guide students up the SAMR model to show evidence of their learning in  ways that they did not think possible? This will be our charge as educators.

As Todd Whitakar, eloquently states,  “Great teachers know the variable in the classroom: They are. Good teachers consistently strive to improve, and they focus on something they can control – their own performance.”  

The iPad will never replace a quality teacher in the classroom that cares about their students.  However, the opportunity to transform teaching and learning on a regular basis, is something that iPad can help facilitate and deliver to students.