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Teachers May Need to Deepen Assessment Practices for Common Core

Teachers May Need to Deepen Assessment Practices for Common Core | MASSP News | Scoop.it
As teachers transition to common standards, experts say they may need to take on more of a "teacher- researcher" role in the classroom.

Via Mel Riddile
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Mel Riddile's curator insight, March 11, 2014 4:15 PM

Key Points on Formative Assessment:


  • With the common standards, "classrooms will look different," said Heritage. "We'll need a lot more talking, more focus, more discourse, more depth."
  • "For many teachers, formative assessment has traditionally consisted of quick checks for understanding, Friday quizzes, or exit slips as students head out the door. But as the majority of teachers around the country transition to the Common Core State Standards—which are designed to emphasize complexity, critical thinking, and skills like collaboration and reasoning—some experts say more teachers need to deepen their assessment practices."
  • "If you're asking students to think critically, you have to have formative-assessment practices that tap into that critical thinking," - Nancy Frey
  • "We need to know if [students are] grappling with complex ideas," said Heritage, who mentored Lozano and Cadenas. "Where are they? Is the idea beginning to consolidate? What do I need to do to go deeper and really help them get this?"
  • All of that may be tough to measure with quick-answer questions or exit slips. Instead, to get a full picture of student understanding, teachers need to ask open-ended questions and push students to explore ideas aloud.
  • Frey of San Diego State University tells teachers that, when listening closely to students, "The question you have to ask yourself is not whether the answer is correct or incorrect, but rather what is it likely that that student knows and doesn't know in this moment in time that would lead him to that response?" "It takes a different kind of listening," Frey said, and rather than an innate talent, it is "a habit to be developed."
  • Rather than asking multiple-choice questions or scanning quickly for right and wrong, teachers will need to be attuned to what students are saying during those discussion and debate sessions.
  • "full-scale adoption of new assessment techniques will not happen overnight. "I see this as being a three-year process, even though we only have a year before PARCC starts."
Teresa McDaniel's curator insight, March 12, 2014 10:48 AM

We are doing this in my school with our DEEPER model, but it takes time and practice to change teacher habits!

Faye Hansen's curator insight, March 12, 2014 3:00 PM

PARCC and CCSS

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Efficiency is the Wrong Mindset for a Leader

Efficiency is the Wrong Mindset for a Leader | MASSP News | Scoop.it

Via Anne Leong, Ivon Prefontaine, Dean J. Fusto, Nancy J. Herr
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Ivon Prefontaine's curator insight, December 11, 2014 10:04 PM

I am reading Habermas and this fits with what he speculated. Efficiency is not problematic per se, but it is when the focus is exclusively on efficiency.

 

ehd1@shaw.ca

Sandeep Gautam's curator insight, December 11, 2014 11:42 PM

effectiveness or people focus (getting the right things done by others) trumps any day efficiency or task focus (doing things in right way for maximum production/ RoI). 

Nancy J. Herr's curator insight, December 16, 2014 9:46 PM

Leadership is so much more than getting things done quickly. 

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RTI Tools : Popular Response to Intervention Links

RTI Tools : Popular Response to Intervention Links | MASSP News | Scoop.it
RTI Tools directory: What's Popular page. Top 10 resources in terms of popularity -- response to intervention.

Via Carol Mortensen, Nancy J. Herr
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Best Teaching Practices to Engage Your Students

Student engagement and mobile learning

Via Tom D'Amico (@TDOttawa) , MSTA
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Connected Learning: The Power Of Social Learning Models

Connected Learning: The Power Of Social Learning Models | MASSP News | Scoop.it
Connected Learning: The Power Of Social Learning Models

Via Maria Lopez Alvarado, MBA
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HOW principals spend instructional leadership time makes a difference

School administrators universally understand that to be successful, they must be "instructional leaders." This means attending to the professional growth and development of teachers so that teachers may, in turn, have a more significant impact on student learning outcomes.


Via Patti Kinney, Nancy J. Herr
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Ivon Prefontaine's curator insight, December 21, 2013 1:08 PM

The findings make sense. A caveat to the time spent mentoring teachers is we need to return to the thinking that created the role of the "principal teacher." We have move away from that.

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Word to the Wise: 10 Tips for First-Year Principals

Word to the Wise: 10 Tips for First-Year Principals | MASSP News | Scoop.it
By the time they step into the position, most principals have already spent years—even decades—in the classroom as teachers. This experience certainly comes in handy, but rarely is it enough…

Via Nancy J. Herr
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Ivon Prefontaine's curator insight, July 24, 2014 10:14 PM

The point about principals seeming to forget about their classroom experiences is what I saw with many principals, first year and beyond, particularly towards the end of my teaching. It coincided with their desire to create an imprint of a few of their favourite things i.e. digital technologies, 7 Habits, organize complementary courses, etc.