1. Shifting from Correcting to Informing Principal’s Student Achievement Mike Talley and Denelle Sprigler April 20, 2011

2. First meeting reality check….

3. The Amazing (Review) Race Match cards into groups by Month:  Topic  Presenter(s)  Formative Assessment

4. The Year in Review MonthTopicPresenter(s)Assessment/ Product SeptemberConnection between formative assessment and student motivation RothFormative assessment learning organizer NovemberWriting clear LT’s and Motivation Phares and MitchellOrange cylinder for Developing People January4-steps for writing clear LT/CS Hafner, Gabrielson, Schaefers, Hofer, and Phares Write LT and CS for our teachers FebruaryRecognizing effective sharing of LT/CS Deming and Deming Orange cylinder for promoting teacher growth in clarifying and sharing clear LT/CS

5. Please complete the evaluation form throughout the morning.

6. Bad Boss, Great Boss http://www.youtube.com/watch?v=6pxx9HMe_qk&feature=related

7. …understand the learning goals. Effective feedback helps students... …understand how close their current work comes to the learning goals. …understand what should be done next.

8. Misconception #1 Returning graded work is providing effective feedback. Strategic Some students will look seriously at the feedback on graded work, but many will just look at the grade. Talking In the typical classroom sequence of learning activities, by the time a graded assignment is due to be turned in, the optimum time for feedback has passed. Points Students experience grading as evaluation and judgment. To be most effective, feedback must be experienced as information and description.

9. Misconception #2 Detailed correction is effective feedback. Strategic When a teacher “fixes” all mistakes or copyedits written work, the student does not get an opportunity to figure anything out. Talking Students can revise work according to teacher corrections without actually understanding why the corrected versions are better. Points Effective feedback describes types of strengths and deficiencies in work and suggests strategies the student might use to take next steps.

10. Feedback Strategies Chart Read and highlight key ideas Turn to a partner and share Methods and Content of Effective Feedback  STAR the strategies you feel your staff does well  Highlight the strategies you feel your staff could improve Highlight

11. Summary: Methods of Feedback Delivery

12. Timing when given how often

13. Amount How many points How much on each point

14. Mode Oral Written Visual or demonstration

15. Audience Individual Group

16. Summary: Content of Feedback

17. Focus, Function, Comparison, Valence, Clarity, Specificity and Tone

18. Exit Cards: With a partner, please identify these methods of feedback within the video: Timing Amount Mode Audience

19. The Data Walls Celebrating progress and sharing successes!