WHAT IS “THE RIGHT STUFF?”
Using this movie trailer, connect key elements to those of
teachers stepping out into space breaking tradition, establishing
trust, and experiencing the dream of INCREASED SUCCESS IN
TEACHING IMPROVED STUDENT ACHIEVEMENT.
NEW TERRITORY – PROPELED INTO THE FUTURE
SEARCH FOR A NEW BREAD OF MAN (WOMAN)
 FEARLESS
 AMBITIOUS
 PATRIOTIC BEYOND QUESTION
WILLING TO VOLUNTEER FOR A SUICIDE MISSION (TRYING SOMETHING NEW)
HUMAN BEINGS (TEACHERS) WITH REAL:
FEARS
FRUSTRATIONS
CONFLICTS
DISAPPOINTMENTS
PRESSURES
THE SPECIAL FEW AT THE VERY TOP
THE ELITE BROTHERHOOD WHOSE ACHIEVEMENTS INSPIRED A NATION
TEAM
http://www.youtube.com/watch?v=QuR1p7UdI2Y
DEPARTMENT
THOSE WHO HAVE …
“THE RIGHT STUFF!”
CAMPUS
DISTRICT
Teachers collaborating about student work
analyze REAL data to promote
increased student and staff learning.
RESOURCE CD
EXAMINING STUDENT WORK:
HIGH-IMPACT RESULTS
BEST PRACTICE
INCREASED
STUDENT
LEARNING
CURRICULUM
ALIGNMENT
EXAMINING
STUDENT
WORK
TIMELY AND
MEANINGFUL
DATA ANALYSIS
SHARED
RESPONSIBILITY
PROFESSIONAL
DEVELOPMENT
AND ACTION
RESEARCH
WHAT IS “THE RIGHT STUFF*”HERE?
Student Work – Analyze through Protocols
• Relevant, timely data
• Authentic Product
• Student voice
• Evidence of learning
• Response to instruction
*LEARNING FROM STUDENT WORK (LFSW)
WHAT IS LFSW?
Teachers looking at individual student
demonstration of learning –
• evaluating,
• determining instructional needs,
• determining what is interfering with learning,
• planning for instruction,
• teaching to the objective,
• determining sequence and next steps.
WHY TALK TOGETHER ABOUT
STUDENT WORK?
In schools with low levels of relational trust,
there is a 1 in 7 chance of
showing gains in student achievement.
However….
In schools with high levels of relational
trust, there is a 1 in 2 chance of
showing gains in student achievement.
Bryk and Schneider (2002). Trust in Schools: A Core Resource for Improvement
WHY SHOULD TEACHERS LFSW?
• Reflect on evidence of student learning.
• Study curricular rigor and alignment.
• Analyze intent of task.
• Collaborate with colleagues.
• Identify teacher misunderstandings.
• Reflect on evidence of effective
teaching.
LFSW IN HIGH SCHOOLS?
The Aspen Workshop on High Schools
recommended in its summary report for
the Transforming High Schools Task Force
that the continuous and collaborative
examination of student work along with
the personalization of schooling are the
two critical strategies for transforming high
schools at the local level.
RESOURCES
• Protocols
• Videos
• “Using a Structured Protocol”
HOW DO WE MEET NEW STANDARDS?
Though teachers have always
examined student work as part of their
grading process, the new focus on
accountability and standards has
driven a more structured and
collaborative examination of student
work.
EXAMINE STUDENT WORK
COLLABORATIVELY TO DETERMINE IF….
the assessment instruments
are designed to accurately and
fairly address what students
are expected to learn.
GETTING TO KNOW THE LEARNER
Student’s response is the end product of
his/her thinking. Analyze to inform instruction.
• Do students have any skills or knowledge to
build on?
• Do we need a total reteaching of a content?
• Are students lacking skills and/or content
knowledge?
• Is the design of the assessment itself an issue?
AGREE ON PROFICIENCY
Protocols Guide:
• Conversation about TEKS
• Analysis of Product Requirements
• Objective Review of Student Responses
• Instructional Strengths and Needs
WHAT IS STUDENT WORK?
How would teams examine each?
•
•
•
•
•
Oral responses
Writing
Test results – answers to questions
Performance tasks
Integrated Products (PBL, projects,
technology)
WHEN TO EXAMINE WORK
•
•
•
•
•
PLCs
Grade-level/department meetings
Ongoing study groups (action research)
Vertical and horizontal group meetings
Selecting and implementing new curriculum
or strategy
• As part of larger professional development
WHAT DO WE LEARN?
“Rich, complex work samples show us
how students are thinking,
the fullness of their factual knowledge,
the connections they are making.
Talking about them together in an accountable
way helps us to learn how to adjust instruction to
meet the needs of our students.”
Kate Nolan, Director of Re-Thinking Accountability for the Annenberg
Institute of School Reform
HOW DOES EXAMINING STUDENT
WORK HELP TEACHERS?
“The practice of having teachers work together
to study student work is one of the most
promising professional development strategies
in recent years. Examining student work helps
teachers intimately understand how state and
local standards apply to their teaching practice
and to student work.”
Joan Richardson, editor of the National Staff Development Council newsletter
(Learning Forward)
RESOURCES
• PD Strategies Improve Instruction
• Cycle of Inquiry
• TCDSS Action Research Guide
HOW DOES LFSW PROVIDE PD?
Teachers examine their own
practice through the lens of
student needs rather than
the lens of good versus
mediocre teaching.
WHY COLLABORATE IN A PLC?
The most promising strategy for sustained,
substantive school improvement is
developing the ability for school personnel
to function as professional learning
communities.
DuFour and Eaker, 1998
HOW DOES LFSW BUILD
TEAMS/PLCS?
 Focuses on neutral, observable data
 Challenges assumptions
 Helps build common understanding of
knowledge and skills students need
 Leads to discussions of work quality
 Supports a culture of improvement
COALITION OF ESSENTIAL SCHOOLS
IITIC PROJECT/1998
CYCLE OF INQUIRY: ACTION RESEARCH
Develop Vision for
Teaching and
Learning
Formulate
Researchable Question
Derive Implications
for Changing Practice
Analyze Data
Design Instruction
Teach and Collect
Data
TOOLS:
1. Examination of Student Work
2. Peer Coaching & Observation
RESOURCES
• Stages of Teams/Trust
• Success Analysis Protocol
• Tools for Schools (Learning Forward)
• Website: nsf.org
PERFORMING = COMMITMENT
HOW DO TEAMS DEVELOP TRUST?
WHAT ELSE CAN TEACHERS EXPECT?
•
•
•
•
•
Team consensus of what constitutes proficient work
Formative assessment data
Specific information to inform their instruction
Strategies for re-teaching
Deeper understanding of the intent of the assessed
standard / indicator
• Probing questions to ask students to better understand
where they were
School Improvement in Maryland @ mdk12.0rg
RATIONALE
• Effective Teams (PLCs) Raise Expectations
• Talking about Instruction
Helps Teachers to Improve
RESOURCES
• “PLCs: PD Strategies that Improve Instruction”
• Formative Assessment Cycle
• Website: http://www.allthingsplc.info/evidence/evidence.php
GETTING TO KNOW THE LEARNER
Student’s response is the end product of
his/her thinking. Analyze to inform instruction.
• Do students have any skills or knowledge to
build on?
• Do we need a total reteaching of a content?
• Are students lacking skills and/or content
knowledge?
• Is the design of the assessment itself an issue?
HOW DOES LFSW FOCUS ON
RESULTS?
• Determine the nature and extent of student
understanding.
• Clarify learning expectations.
• Agree on criteria for proficiency.
• Judge the quality of a task.
• Determine the implications for instructional
practice.
EXAMINE
STUDENT
WORK
ADMINISTER
TASKS
(STUDENT
WORK)
FORMATIVE
ASSESSMENT
CYCLE
INFORM
INSTRUCTION
INFORM
TEACHER
KNOWLEDGE
LET’S PRACTICE
1
2
1. At your tables,
work in groups of 4.
3
4
2. Each person select one
protocol to review.
3. Share purpose and general process.
4. Talk together about how your
campus/district teams might use the
protocols.
Teachers collaborating about student work
analyze REAL data to promote
increased student and staff learning.
EXAMINING STUDENT WORK:
HIGH-IMPACT RESULTS
BEST PRACTICE
INCREASED
STUDENT
LEARNING
CURRICULUM
ALIGNMENT
EXAMINING
STUDENT
WORK
TIMELY AND
MEANINGFUL
DATA ANALYSIS
SHARED
RESPONSIBILITY
PROFESSIONAL
DEVELOPMENT
AND ACTION
RESEARCH
CELEBRATE COLLABORATIVE SUCCESS!
“LEADING LEADERSHIP”
Leadership Tools to Guide Data Analysis:
Examining Student Work
NECESSARY LEADERSHIP
• Building the Culture
• Building Teacher Capacity
• Building Effective Teams
• Building Rockets – Overcoming Barriers
BUILDING THE CULTURE
What are the systemic pieces needed
in a school to measure student
progress over time?
What needs to occur?
Decisions to Collect
Data
Building and
Administering
Assessments
Collect Data and
Provide to Teachers
Analyze Data for
Instructional
Decisions
Data and Student
Work Samples
Discussed by Teams
Student Work Used
to Collaboratively
Determine
Proficiency
Student Work Used
to Decide Next
Learning Steps
PURPOSE: Building Teacher Capacity
•
•
•
•
Enhanced collaboration and trust
Increased instructional tools
Shared leadership
Shared responsibility
MATCHING LEADERSHIP TO TEAM DEVELOPMENT
http://team-activator.com/leadership.html
OVERCOMING BARRIERS
“Anyone who goes up in this can
will be a “spam in a can!”
• Time
• Fear of Failure
• Dysfunctional Team – Lack of Trust
• Lack of Structure/Processes
• Lack of Instructional Resources