School Effectiveness Framework ENSS September 28, 2012
SEF Indicators for 2012/13 • 1.1: Students and teachers share a common understanding of the learning goals and related success criteria. (Selected by 10 departments) • 1.2: During learning, students receive ongoing, descriptive feedback based on the success criteria, from the teacher and from peers. (Selected by 4 departments)
1.1: Students and teachers share a common understanding of the learning goals and related success criteria
Learning What is learning really?
What does it look like at the school?: • Fair and equitable assessment and evaluation policy is in place, is clearly articulated and shared with staff, students, parents and the community. • Common instruction and assessment language is used across the classrooms. • Data about professional learning are collected on an ongoing basis throughout the year to ascertain impact on instructional capacity, student learning and professional learning needs.
Assessment and instruction are collaboratively designed to ensure a clear understanding of the learning goals and success criteria. • Collaborative development of common assessment tools and practices ensures consistency in and between grades, divisions, departments and courses.
What does it look like in the classroom: • Students and teacher co-construct the success criteria. • Success criteria, learning goals and exemplars are visible. • Curriculum expectations related to the identified learning goals inform the creation of anchor/criteria charts. • Learning goals and success criteria are expressed in language meaningful to students to ensure common understanding of the learning. • The connection between instruction and assessment and the learning goals is made explicit to students.
What should students be able to do? • Can describe what they are learning and what it looks like from classroom to classroom, grade to grade, course to course and in all pathways. • Articulate the learning goals and success criteria that will be used to assess their learning. • Participate in the development of their own learning goals.
1.2: During learning, students receive ongoing, descriptive feedback based on the success criteria, from the teacher and from peers.
What constitutes effective feedback? • http://www.edugains.ca/newsite/aer2/aervideo/descriptivefeedback.html
What does it look like at the school?: • Anchor/criteria charts, or rubrics and/or exemplars are used consistently in the school to scaffold student learning, provide descriptive feedback and set high expectations for students. • Processes and practices are in place to recognize and celebrate student progress.
What does it look like in the classroom?: • Interviews, conferences and learning conversations with small groups, pairs and/or individual students are used to clarify understanding of students’ achievement of the learning goals throughout the lesson and/or unit of study. • Ongoing feedback to students is timely, explicit, constructive and linked to success criteria to improve their learning.
Based on explicit, descriptive teacher feedback, students have multiple opportunities to revise and refine their demonstrations of learning. • Feedback can be oral or written and should be descriptive rather than evaluative.
What students should be able to do: • Make explicit connections among content areas and between prior and current learning. • Use success criteria/rubrics as a basis for discussion with peers and/or teachers to reflect on their progress and plan next steps. • Provide constructive, descriptive feedback to their classmates using assessment tools as the basis for discussion.
Road Trip Metaphor • Which song would be at the top of your playlist?
Group Task • Discuss the goal on the back of your sign. • List possible action items that support this goal. What can teachers do to prepare students for this item? • What does it look like? Sound like?
Create a picture that illustrates the relationship between (interconnectedness) of the following terms: Assessment Of Learning Success Criteria Assessment As Learning Learning Goals Tasks Anchor Charts Curriculum Expectations Descriptive Feedback Assessment For Learning
A sample planner • Review the planner • Turn and talk to your elbow partner. Discuss elements of the planner that align and conflict with your picture • On the back of your picture, describe: • 3 connections that have been confirmed • 2 connections that you are still wondering about • 1 connection in which you are engaging your students
Next Steps • SEF meets Monday morning • Continue to work on these indicators all year