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Leadership Session Guidelines for Implementation of a Formative Assessment System

Leadership Session Guidelines for Implementation of a Formative Assessment System. Cynthia Cuellar Astrid Fossum Janis Freckmann Connie Laughlin. What We Learned. Systems Thinking: “What makes a system a system” ?

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Leadership Session Guidelines for Implementation of a Formative Assessment System

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  1. Leadership Session Guidelines for Implementation of a Formative Assessment System Cynthia Cuellar Astrid Fossum Janis Freckmann Connie Laughlin

  2. What We Learned • Systems Thinking: “What makes a system a system” ? • How can the formative assessment strategies aligned to the Learning Team Continuum become a system?

  3. Goals of this Session: • To understand the nature of systems thinking • To deepen understanding of the formative assessment system

  4. Characteristics of System Reform • Individually: Form a definition of the key elements of reform using the “Characteristics of Reform” handout. • Table group: Share your definitions, combining ideas to create one definition.

  5. Work of MTLs as it relates to Formative Assessment Strategies What strategies are you using to develop a formative assessment system? • Grade Level Meetings Grade 1: Analyzing student work Grade 3 and Grade 5: CABS and lessons • Classroom Team Teaching Grade 2: Student friendly math objective

  6. Strategies for Creating a Formative Assessment System • On your own, make a list of strategies that you are using to support your work. • Each MTL explains one of their strategies and writes it on the chart paper • Hang chart papers - Large group debrief

  7. Leading Through Systems Thinking • Supporting a Formative Assessment System at our School • Article: Leading Through Systems Thinking by Jerry L. Johnson • Read pg. 66 – 68. Stop at the beginning of Guideline 1.

  8. Structure of Activity • On your own, read the designated guideline. • As a table group: 1) clarify the big message of the guideline and 2) relate the guideline to the work of supporting a formative assessment system. Be specific in making connections between the message of the guideline and the assessment system. • Large group debrief of the table discussion

  9. Guideline 1 Focus On the System, Not the People

  10. Guideline 3 Expect the System to Resist Interventions Meant to Disrupt the Stability of the Current System

  11. Guideline 4 Evaluate the System According to the Organization’s Core Values

  12. Article Discussion How might an increased understanding of the Guidelines increase the probability that new reforms will take root?

  13. Reflection • Individually revisit the definition, written earlier, of the key elements of reform. • What will be your next step to work on formative assessment reform?

  14. Leading through Systems Thinking Seeing “WHOLES,” recognizing PATTERNS and RELATIONSHIPS, and learning how to structure those relationships in more EFFECTIVE, EFFICIENT ways. SENGE 1990

  15. Guideline 2 Learn how the Current System Evolved and How it Connects to Related Systems.

  16. Guideline 5 Look Beyond the Symptomatic Problems and Symptomatic Solutions to Fundamental System Issues.

  17. Guideline 6 Think Whole-System, Long-Term Solutions and Remain Patient for the Solution to Take Effect

  18. Guideline 7 Anticipate New Systems Problems Arising for Current Systems Solutions

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