A session for administrators and district staff, connecting AFL and SFL. Using dialogue about student learning as the focus of teacher/administrator conversations during classroom visits.
1. Supervision
for
Learning:
How
Administrators
Can
Use
Assessment
For
Learning
Conversa:ons
with
Teachers
Cariboo-‐Chilco:n
Administrators
Faye
Brownlie
3. Order
• Review
of
AFL
• Connec:on
to
SFL
• Research
on
SFL
• SFL
in
prac:ce
• Self-‐reflec:on
and
goal-‐seHng
• Our
focus
is
on
the
learner
4. 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.
5. 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
HaHe
&
Timperley,
2007
8. Goal:
Learning
Inten:ons,
self
assessment
Kate
Giffin,
Queen
Alexandra,
gr.
4/5
Learning
Quiz
Mastery
Prac+ce
on
Assistance
Where
I
get
Inten+on
my
own
please!
stuck…
I
can
create
equivalent
frac:ons.
I
can
reduce
a
frac:on
to
its
lowest
terms.
9. Goal:
more
descrip:ve
feedback
Janice
Mercuri,
MacKenzie
Secondary
• Grade
10
socials
students
–
first
drah
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
10. 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
11. 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
12. 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?
13. 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
14.
15.
16.
17.
18. Autumn
Bear
Author-‐Diane
Culling
Illustrator
-‐
Cindy
Vincent
Snowberry
Books,
2007
ISBN
978-‐0-‐9736678-‐2-‐0
19. One
September
morning
•a
piece
of
fog
touched
me.
As
I
looked
out
my
window
the
gold
leaves
drihed
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
20.
21. 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.
21
22. 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
23. Evalua+on
/
Supervising
For
Learning
Supervision
Of
Teaching
Learning
Judging
Descrip:ve
Feedback
Booom
Line/Final
Word
Reflec:ve
Dialogue
Conversa:on
Data
Inquiry
Observa:on
/
Response
Cyclical
Finite
Role
Flexibility
Role
Specific
Together
To
Someone
Focus
on
Focus
on
Teaching
Learning
23
24. Meaningful
and
reflec+ve
dialogue
around
and
about
student
learning
Culture
of
con+nuous
learning
and
improvement
A
Culture
of
Inquiry
24
25. 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
25
27. 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?
29. 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
29
30. SLF
–
Learning
Inten:ons
As
a
school
staff
and
as
individuals,
what
do
we
want
to
get
beOer
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?
31. 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?
32. 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?
33. 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
paoerns
we
no:ce
in
our
students
over
:me?
34. 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?
35. 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?
37. SLF
–
GeHng
Started
• Establish
structures
to
facilitate
conversa:ons
and
inquiry
– Time
for
teacher
teams
– Use
of
performance
standards
and
learning
outcomes
– Common
forma:ve
and
summa:ve
performance-‐
based
assessments
(reading
&
wri:ng)
– Use
of
exemplars
and
models
38. SLF
–
GeHng
Started
• Focus
on
the
elements
of
good
teaching
– Universal
Design
for
Learning
(choice)
– Backwards
Design
– Engagement
for
all
– Gradual
Release
of
Responsibility
– Open-‐ended
strategies
• Connect
• Process
• Transform
and
personalize
39. SLF
–
GeHng
Started
• Visit
all
classrooms
on
a
regular
basis
– Being
present,
walkthroughs
– 5-‐15
visits,
mini-‐observa:ons,
focus
on
teaching
and
learning
– Full
with
detailed
note-‐taking
– Note
that
these
all
have
different
purposes!
40. SLF
–
GeHng
Started
• Give
immediate
feedback
aher
a
class
visit
– Focus
on
the
posi:ve
–
apprecia:ve
‘what’s
working’;
be
specific
–
1-‐2
comments
– Provide
an
opportunity
for
the
teacher
to
suggest
an
area
for
improvement
– Keep
the
conversa:on
and
feedback
focused
on
student
learning,
‘what
are
the
goals
of
this
lesson?
How
are
the
students
doing
at
progressing
toward
these
goals?
Who
are
you
most
worried
about
and
how
are
they
progressing
toward
the
goals?’
41. 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
41
44.
Does
this
make
sense
to
you?
How
might
this
look?
How
might
it
change
what
you
do
as
a
principal/
vice
principal?
44
45. 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
45
