1. Collaborating to Provide Feedback for Learning Lisa Youell and Michelle Samples

2. Fundamental Assumption To have a mission of learning for every student: – You must believe that all students can learn at high levels. – You must take responsibility to assure that all students learn.

3. The purpose of our school is to see to it that all students learn at high levels, and the future of our students depends upon our success. (Focus on Learning) We must work collaboratively to achieve that purpose because it is impossible to accomplish if we work in isolation. (Collaborative Culture) We must continually assess our effectiveness in achieving our purpose on the basis of resultstangible evidence that our students are acquiring the knowledge, skills and dispositions essential to their future success. (Focus on Results)

4. Focus on Learning In a collaborative team, there is a collective commitment to ensure high levels of learning for every student – By name, by need – Not your student versus my student but OUR students – Failure is not an option

5. Focus on Learning We accept high levels of learning for every student as the fundamental purpose of our school and therefore are willing to examine all practices in light of their impact on learning.

6. What practices are already in place in our school or team that are consistent with a focus on learning? – What cultural evidence demonstrates our commitment to the learning of all students? – Are there any practices that are incompatible with a commitment to high levels of learning for every student? Talk Time

7. Reflection Are the collaborative teams in my school getting by or are they getting better?

8. Cultural Shifts – A Focus on Learning Focus on Learning – For students – For adults Shift from isolated good works to systems thinking and collaboration All of our students (not yours, mine)

9. Focus on Learning The engine behind school improvement is the teamgrade level teams, departmental teams, course or content teams. The actions of these teams are guided by the following questions: 1.What is it we expect students to learn? 2.How will we know when they have learned it? 3.How will we respond when they dont? 4.How will we respond when students already know it?

10. Focus on Learning Questions

11. Expectation Every teacher in the school will be called upon to work collaboratively with colleagues in clarifying the questions Learn what? and How will we know? The pursuit of these questions cannot be assigned to others. The constant collective inquiry into these questions is a professional responsibility of every faculty member.

12. Focus on Learning Find the 4 critical questions What is it we expect students to learn? How will we know when they have learned it? How will we respond when they dont? How will we respond when students already know it?

13. Focus on Learning What is it we expect students to learn? How will we know when they have learned it? How will we respond when they dont? How will we respond when students already know it? 1.Distribute the cards (tasks) among the people at your table. 2.Each person takes a turn reading a task aloud. The team discusses and decides which question that particular task would address.

14. What are the right things that a school staff should address if high levels of learning are the focus of their collaborative efforts?

15. The purpose of our school is to see to it that all students learn at high levels, and the future of our students depends upon our success. We must work collaboratively to achieve that purpose because it is impossible to accomplish if we work in isolation. We must continually assess our effectiveness in achieving our purpose on the basis of resultstangible evidence that our students are acquiring the knowledge, skills and dispositions essential to their future success.

16. Formative Assessment Formative assessment is a planned process in which assessment-elicited evidence of students status is used by teachers to adjust their ongoing instructional practices or by students to adjust their current learning tactics. Popham (2008) Transformative Assessment

17. Feedback for Learning