1. 6. Frequent Monitoring of Learning & Teaching

2. Monitoring Teaching and Learning
“analyze what we are doing against the results we are getting” (Schmoker, 1996, p. 6)
Feedback for teacher and learner
Learning is tracked by a variety of assessment results
State data, common assessments, student work, observations
Methods must match learning targets and purpose
Teaching is monitored by supervisors for programs and teacher evaluation
Teachers self-monitor (reflect)
ERRORS ARE TREATED AS LEARNING OPPORTUNITIES!

3. Assessment FOR Learning
“assessment in support of learning—not merely as a gauge of learning. ASSESSMENT WITHOUT VICTIMS!” – Stiggins
Students involved in their assessment – monitoring their own learning
Stoplight Method
Student participation in conferences centered around their learning
Scoring Guides/Rubrics – “Students can succeed if they know what it means to succeed.” – Stiggins
Mid Project Rubric Review
Evidence – Grade Level Expectations?

4. Monitoring Student Learning
Methods must match the learning targets and the purpose
Stiggins – Quality Assessment Standards: (Where are we?)
The intended users and uses are clear
Learning targets are clear and appropriate
Proper assessment method selected
High-quality exercises and scoring procedures
Bias minimized
Results communicated effectively

5. Communicating Student Learning
Coherent grading and reporting practices requires developing consensus among educators and involving stakeholders in the discussion.
District and school policies – reflect the underlying principles of all students learning to high standards….ACCURATE communication of student achievement.
Providing opportunities for students to assess their own learning
Grades = accurate picture of student’s real achievement
No effort, attitude etc. - achievement towards targets
Grades separate from punishment
Credit for learning – not extra work
“The primary goal of grading and reporting is COMMUNIATION. Regardless of the format, its purpose is to provide high-quality information to interested persons in a form they can understand and use effectively” – Guskey

6. Monitoring Teaching & School Processes
Examining progress towards school goals
PLC guiding questions
Rubrics (for school – monitor progress)
Relationships
Teacher development
Collaboration
Walk-throughs

7. Implementation:
Develop systems for gathering information on student learning and teaching practices. – Walkthroughs
PLC/Data Team process
GRIT
Assessing in short intervals to provide immediate and ongoing feedback
Enthusiasm for continuing the hard work!