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School ImprovementPlanning
Assessing Teacher Learning
Needs
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Session 1
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Session 2
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4
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School Improvement Planning/SEF
LINK
Area of Planning
Literac
N!merac
Programs and Path"as
#omm!nit #!lt!re and#aring
Category of SchoolEectiveness Indicator
1$ Assessment %or& o%& and asLearning
2$ School and #lassroomLeadership
'$ #!rric!l!m& Teaching& andLearning
1$ Programs and Path"as
4$ St!dent (oice
)$ *ome School and #omm!nitPartnerships
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*elen Timperle& +,sing assessment data %or improving& teachingpractice- & University of Auckland, New Zealand
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.
+The onl"a toincreasest!dentachievement is to
changeclassroompractice$-
+Principalleadership issecond onlto classroompractice onimpacting
st!dentachievement
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The Instr!ctional #ore Elmore
T e a c h e r s
0 K n o " l e d g e
a n d
S 1 i l l s
2 o l e
o % t h
e S t !
d e n t s
#ontent
TASK
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Three 3as to improve st!dent learning at scale
1$Increase the level o% no"ledge andsill that the teacher rings to the
instr!ctional process$2$Increase the level o% comple5it o%
the content that st!dents are ased
to learn$'$#hange the role o% the st!dent in the
instr!ctional process$
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learning environments for adults
and students$
Coherence means that ad!lts agreeon "hat the are tring to accomplish"ith st!dents and that ad!lts are
consistent %rom classroom toclassroom in their e5pectations %or
"hat st!dents are e5pected to learn$#oherent learning environments
cannot e5ist in incoherentorgani6ations-
7 Leith"oods concept o% Plan%!l
Alignment 8 its all ao!t planning and1;
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Schools ar6ano? 3hat 3ors in Schools? Translating esearch into Action& NS#@&2;;1 p$ .4
=
11
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Aligned #!rric!l!m& Assessments&Instr!ctions and Standards
@o!glas eeves 8 Presentation to the Literac/N!merac Secretariat&
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3hat the esearch Sas
• +#lassroom instr!ction is the single greatest predictoro% st!dent s!ccess greater than SES& Familacgro!nd& etc$-
• *ighl eBective schools overcome all o% the impact o%
SES and other nonschool related %actors$- 7Schmoer8 es!lts No":
• +>ost Ed!cators are "oring& at& or ver near& thelimit o% their e5isting no"ledge and sill$-
• +Co! improve schools !sing in%ormation ao!tst!dent learning& %rom m!ltiple so!rces& to Dnd themost promising instr!ctional prolems to "or on&then sstematicall develop "ith teachers andadministrators the no"ledge and sill necessar to
solve those prolems 8 %oc!sing on !ilding a coherentapproach across the school$- 7ichard Elmore 8
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School Improvement
1. Concrete and specic achievement goals&ased on st!dent achievement data& "hich arecontin!o!sl monitored$
. !on"negotia#le goals for instruction in ever
classroom "hich are? – #onsistent across ever classroom& decreasing the
variailit et"een teachers
– S!pported sstematic and sstem "ide teacherpreparation and pro%essional development
$. Eective %eadership practices – Pro%essional development "hich s!pports the
development o% strong instr!ctional leaders$
– #ommitted leaders "ho engage the parent and
comm!nit to s!pport the goals o% ed!cation
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*elen Timperle& +,sing assessment data %or improving& teachingpractice- & University of Auckland, New Zealand
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Session 1
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S&A'T (oalSpeciDc& >eas!rale& Attainale& es!lts
ased& and Timeo!nd
• Speci% a %e" S>AT learning and achievementgoals %rom the school0s needs assessment and
relate the targeted evidence ased / actions tothe %o!r pillars
“By 2012, 90% of students will integrate the readingstrategies when responding to reading comprehension tasks
and use higher order/ critical thinking skills.
!s a result, we will ha"e a 10% increase in the num#er ofstudents performing at standard on the $!&.
'e will also see a 1(% increase in the num#er of e)ceptional
students achie"ing at standard.
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,reading strategies when responding to
reading comprehension tasks and use higherorder/ critical thinking skills.
!s a result, we will ha"e a 10% increase in thenum#er of students performing at standard
on the $!&.
'e will also see a 1(% increase in the num#erof e)ceptional students achie"ing at
standard.
n the asis o% the Needs Assessment and Analsis o%
the @ataA!)
the S>AT goal
*hat +ould our teachers need to learn in order
for us to accomplish this goal,
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Selecting SEF Indicators
• evie" the SEF Indicators that "ill address the needsidentiDed %rom the data dialog!e – Assessment %or& o%& and as Learning
– School and #lassroom Leadership
– #!rric!l!m& Teaching& and Learning• evie" the Evidence %or each o% the Indicators
• nce the SEF Indicators are chosen& highlight theevidence that "ill ecome the %oc!s o% the SEFprocess$
• #hoose an 4 Indicators %rom the %ollo"ing#omponents?
- &inutes
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%earning !et+or /ocusFrom each indicator& identi%
the e5amples o% evidence"hich "ill %oc!s the
assessment o% practice$
2;
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1$' St!dents are ta!ght& and reg!larl !se sel%assessment sills tomonitor their progress to"ard achieving learning goals& and to settheir o"n learning goals "ithin the conte5t o% the ntarioc!rric!l!m and/or Individ!al Ed!cation Plan 7IEP:
E0emplaryProgressingeginning
I generate learningo!tcomes ased on
the ntario#!rric!l!m andrelated s!ccesscriteria "hich areposted$
> st!dents no"
that learningo!tcomes ands!ccess criteriarelate to theinstr!ction o% theprogram !t are
not !sing these to
Learning !tcomesreect the ntario
#!rric!l!m$St!dents help tocreate the s!ccesscriteria and thee5emplars o% good"orSt!dents can
e5plain theimportance o% thelearningo!tcomes and areeginning toassess their "or
on the asis o%
St!dents re%er tothe criteria
charts and thee5emplars todevelop theirsel%assessmentsills and setlearning goalsSt!dents !ses!ccess criteriaas a asis o%disc!ssion "ithpeers and/orteachers to
reect on theirprogress and 21
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1$11$)
4$24$)
GeginningProgressin
gGeginningGeginning
By 2012,90% ofstudentswillintegrate
thereadingstrategieswhenrespondingto readingcomprehension tasksand usehigherorder/critical
thinkingskills.
S!mmar o%data
ct22
an'1
!n2H
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>onitoring #hanged #lassroom
Practice
1$ #ritical Friend SEF visit
• %oc!sed NLC on the identiDed indicators
• Protocol developed
2$ @ail classroom "althro!ghs• #omment onl on the identiDed indictors
'$ Teacher ro"th Plans
• Promote sel%assessment and action research
%oc!s$
4$ Analsis o% impact !sing Trailing Indicators
Its A#out Student Achievement2
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T3IS IS T3E 'EA% *4'5 +There is no evidence o% increased st!dent achievement
"itho!t changes in classroom practice$-
Planning for that +or is the
#eginning of the improvement