Our Leadership Journey

1. Our Leadership Journey Cynthia Cuellar Astrid Fossum Janis Freckman Connie Laughlin The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding from the National Science Foundation under Grant No. EHR-0314898.

2. Session Goals • Reflect on the leadership journey and the connections to the PRIME document. • Recognize leadership growth in yourself and as a “collective whole.”

3. The Focus of Leadership • Prime Document : Stages of Leadership and Assessment Principles • Assessment for Learning vs. Assessment of Learning: “Inside the Black Box” article and Stiggin’s “Our Assessment Future” video • Systems Thinking: Witness video clip, Learning Team Continuum with Formative Assessment Principles • Lesson Planning with Formative Assessment: “Learning Intentions” article by Shirley Clarke and Lesson Planning with Formative Assessment form

4. Stages of Leadership Action Stage 1: Know & Model Leadership of Self Stage 2: Collaborate & Implement Leadership of Others Stage 3: Advocate & Systematize Leadership in the Extended Community NCSM (2008). Principles and Indicators for Mathematics Education Leaders (PRIME). Prime Document Assessment Principles Indicator 1 I use student assessments that are congruent and align by grade level or course content. Indicator 2 I use formative assessment practices to inform teacher practices and student learning.

5. Inside the Black Box: • Raising Standards through Classroom Assessment • By Paul Black and Dylan Wiliam • The following 5 quotes are from the article Inside the Black Box: Raising Standards through Classroom Assessment. Read all of the quotes and choose one to share with your triad partners. Reflect on the meaning of the quote and the implications for supporting student achievement in mathematics. • Example: • Assessment refers to all activities undertaken by teachers and their students that provide information to be used as feedback to modify teaching and learning activities. Assessment becomes formative when the evidence is actually used to adapt the teaching to meet student needs.

6. Our Assessment Future: Comparing Assessment of and for Learning R. Stiggins video clip

7. Witness table discussion In what ways did the barn raising scene reflect a working system? What were the parts? In what ways did the parts interact to function purposefully as a whole?

8. Alignment of the Principles of Formative Assessments to the Learning Team Continuum of Work for Mathematics Principles of Assessment for Learning

10. Poster Activity • As a table, discuss • What are the big ideas of each topic? • What did you learn about each topic? • Whole group debrief

11. Linking PRIME Assessment Indicator #2 and the Learning Team Continuum

12. Matching the two documents • Individually, reread Assessment Indicator #2 – Stage 1: Leadership of Self and Stage 2: Leadership of Others sections • Take notes, carefully recording important phrases and ideas that will be used in a group discussion • Match these phrases to the Principles of Assessments for Learning and the Learning Team Continuum

13. Self Evaluation Rubric for PRIME Assessment Leadership Review your rubric from September Adjust your rubric using the word “MAY” Complete the open ended response question. Reflect on your biggest area of leadership growth for this school year. Table/Large group debrief

14. Reflect on your biggest area of leadership growth for this school year. For you: For your staff: