Hastings and Prince Edward
District School Board
Assessment Informing Practice
SIM Network
December 1, 2010
What’s SIM all about?
Hastings and Prince Edward District School Board—AiM,
Achievement in Motion for Student Success
SIM Network Agenda
9:00
Opening Messages
9:10
Assessment for and as learning
9:50
Collaborative Inquiry – What is it?
10:30
Break
10:45
Developing the Inquiry Question
12:00
Lunch
12:45
Co-Teaching Models - Setting the Conditions
2:00
School Team Inquiry Planning
3:00
Sharing of Planning and Closing Messages
3:30
Administrator’s Meeting
Hastings and Prince Edward District School Board—AiM,
Achievement in Motion for Student Success
Professional Learning for all Staff
Networks
Success for Each Student
School Effectiveness Framework
Indicators

1.1 Students and teachers share a common understanding of the

1.2 During learning, students receive ongoing, descriptive

2.1 Collaborative instructional leadership builds capacity to

2.4 Job-embedded and inquiry-based professional learning builds

4.3 Teaching and learning incorporates 21st Century content, global

4.4 Learning is deepened through authentic , relevant and meaningful student
learning goals and related success criteria.
feedback based on the success criteria from the teacher and from
peers.
strengthen and enhance teaching and learning.
capacity, informs instructional practice and contributes to a culture of
learning.
perspectives, learning skills, resources and technologies.
inquiry, (at the school inquiry based teaching and strategies support student
inquiry).
Hastings and Prince Edward District School Board—AiM,
Achievement in Motion for Student Success
School Effectiveness Framework
SEF 1.1 Students and teachers share a
common understanding of the
learning goals and related success
criteria.
SEF 1.2 During learning, students
receive ongoing, descriptive
feedback based on the success
criteria from the teacher and from
peers.
Assessment Embedded in Inquiry

As teachers we continually adjust and modify
instruction based on student need. We gather
this information continuously, through a
variety of assessment practices. We need to
always be keeping in mind where and how we
embed opportunities for students to selfmonitor, and self-assess
Assessment for and as Learning
“Learning is easier when learners understand what goal they are trying
to achieve, the purpose of achieving the goal, and the specific
attributes of success.”
Chappuis, 2002
“When we invest time up front to build the vision [of what students are
to learn], we gain it back later in increased student motivation and the
resulting higher quality work.”
Chappuis 2009
http://www.edugains.ca
Assessment for and as Learning
Learning Tasks
•Think/Pair/Share:
Define assessment for, as, of, learning.
•Activity 1:
Read the descriptions of classroom activities (on the
hand-out) and decide whether the descriptions reflect assessment for
learning, as learning, or of learning.
•View:
Rethinking Classroom Assessment with Purpose in Mind
•Discuss:
The ‘Pyramid of Assessment’.
•Identify:
The practices that teachers use to improve student
learning.
•Discuss:
How are teachers empowering students to monitor and
direct their own learning?
Assessment Pyramid
Hastings and Prince Edward District School Board—AiM,
Achievement in Motion for Student Success
School Effectiveness Framework
SEF 2.4 Job-embedded and inquirybased professional learning
builds capacity, informs instructional
practice and contributes to a culture
of learning.
Collaborative Teacher Inquiry
Learning Task
• Number off 1-7 at your table
• Move to corresponding table number
• All read p. 1 & 2 of the Seven Principles of Teacher Inquiry
and your corresponding ‘Principle’
• Discuss the characteristics of the principle to develop a
common understanding
• Generate and chart If…then… statements to share your
common understanding of the principle.
If collaborative teacher inquiry is reasoned, then participants will
analyze data to understand the evidence collected.
School Effectiveness Framework
SEF 2.4 Job-embedded and inquirybased professional learning builds
capacity, informs instructional
practice and contributes to a
culture of learning.
Hastings and Prince Edward District School Board—AiM,
Achievement in Motion for Student Success
Drafting an inquiry question / statement
What is the impact of _____________________
(teacher practice based on evidence-informed instructional approaches)
on ___________________ ?
(student learning linked to curriculum expectations)
--------------------------------------------------------------If ______________________________________
(teacher practice based on evidence-informed instructional approaches)
then ____________________________________.
(student learning linked to curriculum expectations)
Developing Inquiries
Purpose: Narrowing our focus: developing the inquiry
question / statement
 How does it align with school needs as recognized
through SIPSA planning and SEF self-assessment?
 How does it meet the needs of your students?
 Is it subject-specific?
 Is it strategy-focused (i.e., student learning through
collaborative group work)?
 How does our inquiry facilitate student learning?
 How is assessment embedded (success criteria and
feedback)?
 How might you measure impact?
Talk Time
Half of table talk to each other about
questions posed on the template
 Other half of the table listen and record
what is heard
 Switch roles
 Use information gathered to help develop
inquiry question / statement

Hastings and Prince Edward District School Board—AiM,
Achievement in Motion for Student Success
Talk Time Organizer
Hastings and Prince Edward District School Board—AiM,
Achievement in Motion for Student Success
Sharing

School teams to share thoughts,
reflections, process, etc…
Hastings and Prince Edward District School Board—AiM,
Achievement in Motion for Student Success
School Effectiveness Framework
Indicator
SEF 2.1 Collaborative instructional
leadership builds capacity to
strengthen and enhance teaching
and learning.
Co-Teaching, Co-Learning
Models

Video clip from SEF web casts – available
on Ministry site and SEF DVD.
Hastings and Prince Edward District School Board—AiM,
Achievement in Motion for Student Success
Models for Co-teaching

There are multiple models that work for
the co-planning, co-teaching, and coreflecting component of your inquiry.
Sample Model
LNS Model Primary Inquiry
Co-plan
Half day
Co-teach
2 days later
Debrief
after lesson
•Host teacher shares current curriculum focus area
•Team reviews student samples and based on student needs, deconstructs the
expectation to narrow the focus for lesson, learning goal is precise and specific –
planning links back to the teacher inquiry
•Plan the lesson including a small group collaborative task which aligns with learning
goal and elicits thinking
•Develop observation sheet which focuses on what students are thinking/saying/doing
•Determine roles, lead teacher, observers
•In each phase of the lesson Before/During/After observers capture what they see and
hear
•Observers do not evaluate, judge or interpret what they are seeing and hearing
•Analyze and interpret observations, focus on student thinking, what was seen and
heard
•Develop possible next steps for whole group as well as strategies for specific groups
and individuals
•Determine next steps and monitor progress
Collaborative Inquiry in Learning
Mathematics Model
Co-teaching: Planning for Success

Brainstorm at your table what factors are
required to set the conditions for a
successful co-teaching day.
Record your ideas on a flip chart under the
headings student, teacher, classroom.
Hastings and Prince Edward District School Board—AiM,
Achievement in Motion for Student Success
School Effectiveness Framework
SEF 4.3 Teaching and learning
incorporates 21st Century content, global
perspectives, learning skills, resources
and technologies.
SEF 4.4 Learning is deepened through
authentic , relevant and meaningful
student inquiry, (at the school inquiry
based teaching and strategies support
student inquiry).
Planning a Task for Co-teaching


Planning for the task requires careful consideration.
Things to think about:
◦
◦
◦
◦
◦
◦
◦

Connections to curriculum
Determining a learning goal
Student engagement through authentic thinking tasks
Embedding assessment
Multiple entry points (based on student need/ readiness)
Connection to inquiry question / statement
Time factors
Once a team has decided on their learning goal, their task,
and methods of assessment (all related to their inquiry),
they need to decide on the opportunities for student
observation.
Hastings and Prince Edward District School Board—AiM,
Achievement in Motion for Student Success
A Possible Planning Template
Observing Students



Who’s observing?
What will observation look like?
Focus on 2 questions:
 What are students saying?
 What are students doing?



Recording what we see not what we don’t see.
Analysis takes place at the debrief.
Be precise in descriptions, not general:
◦ i.e., students worked on a sophisticated math problem
(general)
◦ i.e., Task: Find different ways to create a total of 31.
Student 1 wrote in math workbook: 5+5+5+5+5+5+1= 31,
student 2 wrote: 41-10=31, 2+3x3+16=31 (specific).
Simcoe County DSB

http://www.edugains.ca/resources/LeadingChang
e/InnovationsbyBoards/AP_Co_Plan_Teach_De
brief/

Co-teaching: Action (student observation
activity)
Use the observation framework to record
student thinking.
Collaborative Inquiry Poster
School Team Inquiry Planning –
Discussion Items





Refine or re-assess inquiry question – is it a crosscurricular focus or subject-specific? (use SIPSA, SEF selfassessment, analytic discourse, etc…)
Decide on roles for the co-teaching part of inquiry
Decide on model
Decide on student observation piece
If time, begin to look at related curriculum expectations
Reflections:
 How might we use our reflections moving forward?
 How does it impact what we do?
 How do we keep our inquiry alive after a cycle of coteaching?
School Team Inquiry Planning -
Sustaining Classroom Learning
Hastings and Prince Edward District School Board—AiM,
Achievement in Motion for Student Success
Collaborative Inquiry Session
Feedback
Please take the time to give us some
feedback.
 On the back of the page you can record
your questions and comments.
 This feedback will help us when preparing
for future sessions.

Hastings and Prince Edward District School Board—AiM,
Achievement in Motion for Student Success
Next Steps…
Please communicate dates to Jennifer Birt
via e-mail:
jbirt@hpedsb.on.ca
