ED594M MEASUREMENT BASED DECISION MAKING IN PROFESSIONAL LEARNING COMMUNITIES
Course Description: Programmatic decision-making based upon multiple assessment measures should be a fixture in all schools. Also teacher performance and student learning must be quantifiable in order to plan and implement effective differentiated instruction. This course will explore schoolwide assessments that organize and plan the most effective teaching and reteaching strategies that enhance and expedite learning.
Course is online and self-paced.
Teacher Leader Standards (TLS) Addressed:
Teacher Leader candidates promote the use of data-based decisions and evidence-based practice.
2.1 Candidates serve as building leaders in the development, implementation and continuous improvement of a comprehensive, cohesive and integrated school assessment plan grounded in multiple measures and data sources.
2.2 Candidates collaboratively analyze assessment data to plan and implement differentiated instruction to meet student needs.
2.3 Candidates lead collaborative efforts to develop high quality classroom assessments among grade-level and content-area teachers.
2.4 Candidates support teachers in responding to the intervention process by designing, implementing and gathering appropriate data and evidence.
2.5 Candidates identify resources (including instructional technology) and research-based strategies to support the assess-plan-teach-reassess cycle.
Teacher Leader candidates facilitate a collaborative learning culture.
3.2 Candidates nurture open and effective lines of communication with students, parents, other educators, administrators, and the community through professional learning communities.
Teacher Leader candidates participate in developing and supporting a shared vision and clear goals for their schools.
4.2 Candidates advocate for and initiate increased opportunities for teamwork to promote and support student achievement and other school goals.
Ohio Standards for the Teaching Profession (OSTP) Addressed:
Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning.
Teachers plan and deliver effective instruction that advances the learning of each individual student.
Teachers collaborate and communicate with students, parents, other educators, administrators and the community to support student learning.
Teachers assume responsibility for professional growth, performance and involvement as an individual and as a member.
- Demonstrate ability to collect and use school and individual student performance data to determine if learning goals are achieved - TLS 2.1; OSTP 3
- Use data to plan, deliver and assess instruction- TLS 2.4; OSTP 4
- Encourage and promote a school culture that uses assessment data both for learning and of learning to provide for differentiated instruction – TLS 2.1, 2.2; OSTP 6, 7
- Apply research-based assessment practices – TLS 2.3; OSTP 6, 7
- Apply instructional frameworks that include pre-instruction, instructional application, assessment and reteaching – TLS 2.4; OSTP 4
- Expand knowledge of the assess-plan-teach reassess cycle – TLS 2.4, 2.5; OSTP 3,4
- Construct content specific assessment plan to support school/classroom improvement goals (SMART goals) – TLS 2.1; OSTP 6,7
- Effectively lead a professional group to achieve goals and objectives – TLS 4.2; OSTP 6
- Use technology and information systems as instructional tools throughout the teaching process – TLS 2.5; OSTP 4
- Examine features of professional learning communities – TLS 3.2; OSTP 6
- Articulate the critical issues involved in team collaboration – TLS 3.2; OSTP 6
Required Text and Course Materials:
DuFour, R., DuFour, R., Eaker, R., Many, R. (2010). Learning by doing: A handbook for professional learning communities at work. Bloomington, IN: Solution Tree.
Supplemental Text/Readings (Not Required):
Arter, J., & Chappuis, J. (2006). Creating & recognizing quality rubrics. Boston, MA:Pearson.
Bailey,K.J. (2011). Common formative assessment. Bloomington, IN:Solution Tree
Jackson, R. (2010). Flagged for success. Educational Leadership, Interventionsthat work, Volume 8, No. 2, 18-21.
Love, N., Stiles, K. (2008). The data coach’s guide to improving learningfor all students: Unleashing the power of collaborative inquiry. Thousand Oaks,CA: Corwin Press.
Stiggins, R. (2000). Student involved classroom assessment. Boston, MA:Pearson.
Stiggins, R., Arter, J., Chappuis, J., & Chappuis, S. Arter, J. (2012). Classroomassessment for student learning: Doing it right—using it well. Portland, OR: Educational Testing Service.
Watch Ted Talk: Geoff Canada https://www.ted.com/talks/geoffrey_canada_our_failing_schools_enough_is_enough?language=en *SUBMISSION #1 write summary of main points; include your own opinion/input
Slide 1- Purpose of your school- *SUBMISSION #2
Slide 2 – What would people see if they came to campus/ looked into classroom window – *SUBMISSION #3
LEARNING BY DOING – Read Chapter 1 – A Guide to Action for Professional Learning Communities at Work
Review Slides 4 -10
Slide 11 – SUBMISSION #4 District/School Assessment
Slide 12 – SUBMISSION #5 6 Essential Elements
LEARNING BY DOING – read pp. 36-41 The Importance of Effective Communication
Slide 13 – 17
Slide 18 – SUBMISSION #6 Celebration
Slide 19 - Big Ideas and Core Values
Big Idea #1 Focus on learning
LEARNING BY DOING – Read Chapter 3 Creating a Focus on Learning
Slide 20 - 22
LEARNING BY DOING – Read Chapter 4 How Do We Respond When Some Students Don’t Learn
SUBMISSION #7 – LEARNING BY DOING P. 97 Answer Reflection question
Big Idea #2 Collaboration
LEARNING BY DOING – Read Chapter 5 Building a Collaborative Culture
Slide 23 -40
SUBMISSION #8 LEARNING BY DOING P. 138 Team Norms
Big Idea #3 Results Oriented
LEARNING BY DOING – Read Chapter 6 Creating a Results Orientation
SUBMISSION #9 Write 3 SMART Goals – use Worksheet planning guide LEARNING BY DOING P. 163 (Disregard header section School; Team Members, etc.)
Slides 47- 51 Identifying Essential Outcomes
SUBMISSION #10 - Slide 52 Identify/write 8-10 Essential Outcomes
*Assessment Review- Guidelines for writing Selected Response Questions and Essay Questions
PowerPoint: Selected Response Assessments
Website: Essay questions
Rubrics: Research the difference between a Holistic rubric, Analytic rubric, General/Generic rubric and Task Specific rubric
SUBMISSION #11 Construct 2 different assessments using 2 different topics/content. Can be same subject area. Each consisting of:
1. Selected response questions 7-10 items
2. Essay Questions 1-2 with a rubric(s) – Analytic task specific to each essay question – can not be generic/general.
LEARNING BY DOING Read Chapter 7 - Using Relevant Information to Improve Results
Review: Third Grade Reading Skills – Target Scores
SUBMISSION #12 – Answer reflection questions
Read: 5 Good Ways to Talk about Data –
SUBMISSION #13 – What can you take/use from this?
Teacher 1-4 Intervention
SUBMISSION #14 – Reflection
SUBMISSION #15 – Reflection
Watch video – https://www.youtube.com/watch?v=j13Gd7MSs7o
“What do you see in these data?”
SUBMISSION #16 – Key points from this video
Read article: Give your Teaching a Jump Start
Protocol for Data Team Meeting – using Math Scores for Data Protocol
Follow steps on Protocol for Data Team Meeting (as best you can as a singleton) – Record your responses to steps – SUBMISSION #17
Conclusion of PLCs Slides 5-59
Read: How PLCs Do Data Right – SUBMISSION #17 key points and your take on article
1. SUBMISSIONS 1-10; 12-16 = 30 points
2. SUBMISSION 11 – 2 Common Assessments = 20 points
3. Articles - Read and review 3 articles (at least 2 of which have been published within the last 5 years) on 2 different topics related to this class (professional learning communities, using data). A source could be www.allthingsplc = 10 points
4. Data Analysis Project = 40 points (attached instructions and model project)