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Supervision  for  Learning:  How  Administrators  Can  Use  Assessment  For  Learning  

Conversa>ons  with  Teachers  

EARCOS  Pre-­‐Conference  Kota  Kinabalu,  Malaysia  October  30th,  2010  Faye  Brownlie  

fayebrownlie@shaw.ca  

We  are  in  the  business  of  learning.      

Order  

•  Review  of  AFL  •  Connec>on  to  SFL  •  Research  on  SFL  •  SFL  in  prac>ce  •  Self-­‐reflec>on  and  goal-­‐seSng  

•  Our  focus  is  on  the  learner  

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Learning  Inten>ons  

•  I  can  name  and  describe  the  6  Assessment  For  Learning  strategies.  

•  I  can  recognize  the  Assessment  For  Learning  strategies  in  the  work  of  students  and  teachers.  

•  I  can  understand  and  explain  to  others  the  concept  of  Supervising  for  Learning.    

•  I  can  summarize  the  key  research  that  pertain  to  the  why  and  the  how  of  Supervising  for  Learning.  

•  I  can  align  the  work  of  Supervision  for  Learning  with  Assessment  for  Learning.  

•  I  can  plan  a  next  step.  

Assessment of Learning Purpose   To  measure  

Audience     Those  outside  the  classroom  

Timing     At  the  end  

Form     Marks,  rank  order,  numbers,  leYer  grades,  %  

Black  &  Wiliam,  1998  

Assessment for Learning Purpose   Guide  learning,  inform  

instruc>on  

Audience     Teachers  and  students  

Timing     On-­‐going,  minute  by  minute,  day  by  day  

Form     Descrip>ve  Feedback  ¶what’s  working?  •what’s  not?  •what’s  next?  

Black  &  Wiliam,  1998   HaSe  &  Timperley,  2007  

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1. Learning Intentions “Students  can  reach  any  target  as  long        as  it  holds  s>ll  for  them.”    -­‐  S>ggins  -­‐  

2. Criteria

 Work  with  learners  to  develop  criteria  so  they  know  what  quality  looks  like.  

3. Questions  Increase  quality  ques>ons  to        show  evidence  of  learning  

4.  Descrip+ve  Feedback  Timely,  relevant    descrip>ve  feedback  contributes  most    powerfully  to  student  learning!  

5. Self & Peer Assessment Involve  learners  more  in  self  &  peer  assessment

6. Ownership Have  students  communicate    

their  learning  with  others

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Goal:    Learning  Inten>ons,  self  assessment  Kate  Giffin,  Queen  Alexandra,  gr.  4/5  

Learning  Inten+on  

Quiz   Mastery   Prac+ce  on  my  own  

Assistance  please!  

Where  I  get  stuck…  

I  can  create  equivalent  frac>ons.  

I  can  reduce  a  frac>on  to  its  lowest  terms.  

Goal:    more  descrip>ve  feedback  Janice  Mercuri,  MacKenzie  Secondary  

•  Grade  10  socials  students  –  first  drap  of  essay  •  Explained  the  rubric  to  the  grade  12  English  students,  then  they  used  the  rubric  to  highlight  the    anonymous  essays  

•  Grade  12  students  included  with  their  feedback,  2  stars  and  a  wish  

•  Grade  10  students  used  the  feedback  to  revise  their  essay,  then  handed  them  in  for  marks  

Goal:    ques>oning,  self  &peer  feedback  Aliisa  Sarte  and  Joni  Tsui,  Port  Moody  Sec.    

•  4-­‐6  ques>ons,  1  at  a  >me  •  Ques>ons  review  the  previous  content  •  All  ques>ons  are  mul>ple  choice  •  Students  choose  their  response  •  Votes  counted  •  Partner  talk  •  Revote  •  2  students  explain  their  reasoning  

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Goal:    feedback,  self  assessment,  ownership  Aliisa  and  Joni  

•  During  lecture,  lab  or  assignment  •  3  coloured  cubes:      

– Red  –  don’t  get  it  – Yellow  –  bit  confused  – Green  –  making  sense  

– Used  with  AP  Biology  12,  science  10,  Biology  11  

Goal:    self  assessment,  ownership  

•  Highlight  your  notes  with  the  3  colours  –  helps  you  find  what  you  need  to  focus  on  

•  Code  your  own  quizzes  with  coloured  pencils,  before  handing  in  

•  Consider  your  errors  –  how  many  were  careless?  

Goal:    criteria,  self  and  peer  assessment,  ownership,  ques>oning,  

descrip>ve  feedback,  gr.2/3  

•  An  opening  sentence  with  a  hook  

•  Details  

•  Dis>nguished  words  

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Autumn  Bear  

Author-­‐Diane  Culling  

Illustrator  -­‐  Cindy  Vincent  

Snowberry  Books,  2007  

ISBN  978-­‐0-­‐9736678-­‐2-­‐0  

One  September  morning  •a  piece  of  fog  touched  me.    As  I  looked  out  my  window  the  gold  leaves  driped  out  of  the  tree    as  I  dragged  my  feet  down  the  stairs  to  breakfreast,  as  I  waited  for  the  school  bus  I  feel  puffs  of  wind  pick  up  my  hair  when  the  school  bus  came  I  slowley  walk  up  the  stairs  as  I  bundled  •  in  a  seat  as  I  went  down  the  steps  I  saw  birds  migra>ng  south  as  if  leaves  followed  them    it  looked  like  they  were  air  dancing.•    -­‐Allyson,  gr.2  

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Supervising  for  Learning  is  the  process  

through  which  meaningful  and  reflec>ve  

dialogue  arises.    Its  first  priority  is  to  serve  

the  purpose  of  promo>ng  learning  –  child,  

teacher,  paraprofessional,  principal,  vice-­‐

principal,  parent.  

Assessment  for  Learning/Supervision  for  Learning  

Assessment  for  Learning   Supervision  for  Learning  

Learning  Inten>ons   Learning  Inten>ons  

Criteria   Criteria  

Ques>oning   Culture  of  Inquiry  

Descrip>ve  Feedback   Descrip>ve  Feedback  

Self  and  Peer  Assessment   Self  Reflec>on  and  Learning  Partnerships  

Ownership   Teacher  Ownership  

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Data  

Focus  on  Learning  

Evalua+on  /  Supervision  Of  Teaching  

Judging  

BoYom  Line/Final  Word  

 Conversa>on  

Observa>on  /  Response  

Finite  

Role  Specific  

To  Someone  

Supervising  For  Learning  

Learning  

Descrip>ve  Feedback  

Reflec>ve  Dialogue  

Inquiry  

Cyclical  

Role  Flexibility  

Together  

Focus  on  Teaching  

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Meaningful  and  

reflec+ve    dialogue  around  

and  about    student    learning  

Culture  of  con+nuous  learning  and  improvement  

Knowledge  of  teaching  and  learning  

Trust  and  posi+ve  professional  rela+onships  

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1.  Establishing  goals  and  expecta>ons    

2.  Strategic  resourcing    

3.  Planning,  coordina>ng  and  evalua>ng  teaching  and  the  curriculum    

4.  Promo>ng  and  par>cipa>ng  in  teacher  learning  and  development    

5.  Ensuring  an  orderly  and  suppor>ve  environment    

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SLF  –  Insights  from  the  Experts  

•  Find  a  learning  partner  and  posi>on  yourself  next  to  one  of  the  quotes  on  the  wall.  

•  Read  each  quote  and  talk  about  it  with  your  partner.  

•  How  does  this  quote  resonate  with  your  school  and  your  experience?  

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Choose your top 3

words/phrases.

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  Teachers  make  a  difference  

  Differences  in  teacher  effec>veness  were    found  to  be  the  dominant  factor  affec>ng    student  academic  gain  

  “the  implica>on  …is  that  seemingly  more    can  be  done  to  improve  educa>on  by    improving  the  effec>veness  of  teachers  than    by  any  other  single  factor.”  

Wright,  Horn  and  Sanders,  1997  

SLF  –  Learning  Inten>ons  

As  a  school  staff  and  as  individuals,  what  do  we  want  to  get  beRer  at?  

•How  can  leaders  promote  professional  learning  that  will  impact  on  student  achievement?    •What  professional  learning  inten>ons  should  be  our  focus?  

•How  can  we  sustain  our  focus  over  >me?  

SFL  -­‐  Criteria  

What  criteria  can  we  iden+fy  as  a  group  or  as  individuals  that  will  help  us  iden+fy  success?  

•How  can  we  include  current  research  on      teaching,  learning,  and  engagement?  

•How  will  we  know  our  efforts  are  making  a  difference  to  student  learning?  

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SFL  –  Culture  of  Inquiry  

How  can  we  begin/maintain  a  culture  of  inquiry?  

•What  big  ques>ons  will  guide  our  inquiry?  

•What  ques>ons  can  I  use  to  start/sustain/con>nue  the  conversa>on?  

•What  ques>ons  do  I  ask  the  student/the  teacher?  

Descrip>ve  Feedback  

How  can  we  expand  the  use  of  descrip+ve  feedback  when  we  talk  about  the  learning  of  our  students  and  of  our  prac+ce?  

•what’s  working?  •what’s  not?  •what’s  next?  

•How  do  we  help  these  frame  our  daily  conversa>ons  and  our  reflec>ons  and  the  paYerns  we  no>ce  in  our  students  over  >me?  

SFL  –  Self-­‐Reflec>on  and  Learning  Partnerships  

How  can  we  promote  and  model  self-­‐reflec+on?  

•How  can  I  demonstrate  that  I  am  a  learner  and  work  with  teachers  as  a  learning  partner?  

•How  can  we  create  and  maintain  learning  partnerships  and  communi>es  with  peers  that  focus  on  enhancing  student  learning?  

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SFL  –  Teacher  Ownership  

How  can  we  structure  a  culture  in  which  we  take  ownership  of  our  own  learning  and  share  our  learning  with  each  other  in  a  nonjudgmental  manner?  

•What  structures  can  we  set  up  to  promote  collabora>on  among  teachers?  

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   Rethink  your  classroom  

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Supervising  for  Learning  conversa>ons  are  focused  and  strategic.    They  centre  on  learning  and  how  to  move  forward.    They  are  not  an  end  to  themselves,  but  rather  a  means  to  iden>fy  goals  and  the  process  for  achieving  

those  goals  within  a  given  >me  frame.  

Yrsa  Jensen,  BCELC  

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  Think  about  a  teacher  or  a  group  of  teachers  with  whom  you  would  like  to  work  

  Think  about  their  strengths  and  their  challenges  

  Think  about  what  student  learning  you  would  you  like  to  focus  on,  and  how  you  would  like  to  begin  the  conversa>on  

  Think  about  how  you  would  share  the  framework  

  Discuss  with  a  learning  partner  

Grand Conversations, Thoughtful Responses - a unique approach to literature circles -­‐  Faye  Brownlie  

     Portage  and  Main  Press,  2004  

Student Diversity, 2nd ed -­‐  Brownlie,  Feniak  and  Schnellert        Pembroke  Publishers,  2005  

It’s All about Thinking – Collaborating to support all learners (in English, Social Studies and Humanities)  –  Brownlie  and  Schnellert    Portage  and  Main  Press,  2009  

Pulling Together – Integrating inquiry, assessment, and instruction in today’s English classroom  –  Schnellert,  Datoo,  Ediger,  Panas    Pembroke  Pub.,  2009  

Webcast series:    hYp://bcelc.insinc.com/webcastseries/