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Anne Bubnic

Learning to Love Assessment - [Word Doc] - 0 views

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    Here is a suggestion for the use of this article with colleagues. You will need a list of the 10 understandings and copies of the article written by Carol Ann Tomlinson.
    Informative assessment:
    1. isn't just about tests.
    2. really isn't about the gradebook.
    3. isn't always formal.
    4. isn't separate from the curriculum.
    5. isn't about "after."
    6. isn't and end in itself.
    7. isn't separate from instruction.
    8. isn't just about student readiness.
    9. isn't just about finding weaknesses.
    10. isn't just for the teacher.

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Anne Bubnic

4 Ways to Build Data-Driven Classrooms - 0 views

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    Making data part of instructional planning can be challenging, especially if teachers are not used to thinking about assessment and data as a regular part of the process. This article offers helpful tips.
Anne Bubnic

Accountability That Works - 0 views

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    Teachers understand the importance of accountability and they embrace it. But an accurate and fair school accountability system remains elusive.Accountability has become a 'gotcha game'-designed to blame and punish, rather than to build capacity for improvement. Article describes four pillars of a new system of accountability.
Anne Bubnic

What a difference a word makes. [Rick Stiggins] - 0 views

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    Article by Rick Stiggins [Journal of Staff Development]. Assessment FOR learning rather than assessment OF learning helps students succeed.
Anne Bubnic

21st Century Teaching and Learning: Assessing New Knowledge - 0 views

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    May 2008 : THE Journal. The challenge for teachers is to find ways to support in-depth learning and increased student achievement, "...while also employing a variety of measures, including standardized tests." What kinds of new methods would provide the kind of learning environments and learning measurements that truly reflect the learning that is taking place? What new skills are needed if instructors are to meet this challenge?
Anne Bubnic

On the Road to DDDM [Dian Schaffhauser] - 0 views

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    April 2008 : THE Journal. As each district progresses, it will face new challenges discerning what data is relevant, addressing tolerance for change among users, and figuring out how to respond now that data is driving its decision-making.
    \nStage 1: Define the Outcomes
    \nStage 2: Define the Questions
    \nStage 3: Collect and Sort
    \nStage 4: Extract Meaning
    \nStage 5: Take Action
    \nStage 6: Evaluate Outcomes, Modify as Needed

Anne Bubnic

Better Data Seen as Vital to Improving Nation's Schools - 0 views

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    Imagine the research possibilities if every student in the country carried a "virtual backpack" stuffed with statistics on his or her entire educational history. The data, traveling with students as they moved from school to school, could be used to update parents on their children's learning progress, register students in school, or import information when they moved to a new city or entered college.
Anne Bubnic

The Benefits of Teacher Collaboration [PLC's] - 0 views

  • Researcher Ken Futernick (2007), after surveying 2,000 current and former teachers in California,concluded that teachers felt greater personal satisfaction when they believed in their own efficacy, were involved in decision making, and established strong collegial relationships.
  • School leaders who foster collaboration among novice and veteran teachers can improve teacher retention and teacher satisfaction, according to studies conducted by Susan Kardos and Susan Moore Johnson.
  • n Tennessee, school performance coaches receive specialized training to facilitate improvements in low-performing schools and districts. Helping teachers collaborate in meaningful ways is part of the work.
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  • The researchers suggest that school leaders foster a sense of shared responsibility, engage veteran teachers in the induction of new teachers and in their own professional growth, and earmark resources to support collaborative planning, mentoring, and classroom observations.
  • To determine the relationship between teacher collaboration and student achievement, the researchers used reading and math achievement scores for 2,536 fourth-graders, controlling for school context and student characteristics such as prior achievement. They found a positive relationship between teacher collaboration and differences among schools in mathematics and reading achievement.
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    Teacher collaboration and professional learning communities are frequently mentioned in articles and reports on school improvement. Schools and teachers benefit in a variety of ways when teachers work together. A small but growing body of evidence suggests a positive relationship between teacher collaboration and student achievement.
Anne Bubnic

Drilling Deeper in a Professional Learning Community - 0 views

  • A Way of Thinking in a Professional Learning Community: Four Principles Begin with Building a Guiding Coalition
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    If schools are to function as true professional learning communities, they cannot avoid difficult and complex issues. Recognizing that a professional learning community involves a way of thinking will increase the likelihood of success when addressing such topics-topics that impact student learning. This article offers four ways of thinking that will produce results:
    1. Begin with Building a Guiding Coalition
    2. Build Shared-Knowledge
    3. Engage in Experimentation
    4. Focus on Results
Anne Bubnic

Teaming for Success in Underperforming Schools - 0 views

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    Like never before, today's classroom teachers routinely are being asked to collaboratively analyze student data, develop or implement new mandated curricula, and assess the effectiveness of these innovations. Ironically, few preservice preparatory or in-service professional development programs actively train classroom instructors in the use of team-based inquiry or collaborative data- driven problem solving. Framed within the context of the literature and governmental efforts to achieve school reform, this article describes one such in-service program, in practice at public and charter schools in high-need communities in New York City. The Inquiry Based School Improvement Program (IBSIP) was created and designed to help schools serving high-need communities in New York City engage in the types of team-based inquiry and data-driven problem solving needed to meet the everchanging institutional demands on these schools to improve.
Anne Bubnic

Understanding the STAR: Overview - 0 views

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    The California Standards Tests (CSTs) are designed to match the state's rigorous academic content standards for each grade. Grades 2 through 8 tests cover mathematics and English/language arts (which includes writing in grades 4 and 7). Grades 9 through 11 cover English/language arts, mathematics, and science. History-social science tests are added for grades 8, 10 and 11 as well as science for grade 5. Except for writing, the questions are multiple-choice.
Anne Bubnic

Assessment FOR Learning: What a Difference A Word Makes [pdf] - 7 views

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    Article by Rick Stiggins.
Anne Bubnic

Finding Balance: Assessment in the Middle School Classroom [Stiggins] - 5 views

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    Most teachers routinely develop and communicate to students and parents the various plans and policies that govern the middle school classroom. Usually, this includes a classroom management plan, a grading policy, an instructional plan linked to state and district curriculum standards, a homework policy, and perhaps an intervention plan detailing what will happen for students if they fall behind.\n\nRarely do teachers include a classroom assessment plan. Most teachers typically don't develop this plan because it has been our history to see assessment as a series of isolated testing events: tests given at the end of an instructional unit or time period, like the end of a semester. However, as it turns out, students achieve at higher levels when teachers think more deeply about how their classroom assessments fit into their larger instructional environment.
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Points to Remember While Designing a Landing Page for PPC Campaign - 0 views

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Anne Bubnic

Data Intersections [Victoria Bernhardt] - 0 views

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    Journal of Staff Development. New routes open when one type of data crosses another. As educators become more familiar with collecting and interpreting school data, they can begin "running data at each other," framing questions that require analysis of multiple types of information. Educators can cross two, three, and four categories of data in ways that can provide new insight into student learning and how to improve it.
Anne Bubnic

Using Data to Discipline | - 0 views

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    The primary purpose of the pro­active schoolwide discipline plan is to create a positive, safe, supportive, and welcoming environment for all students and staff. Once this environment is established, teachers and educators are in a stronger position to provide instruction.
Anne Bubnic

One District's Data-Driven Journey - 0 views

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    How to build a data warehouse that unifies your information infrastructure and meets the new accountability demands head-on
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