11/06/2016

Response to Recent Feedback and Next Steps



Professional Development was created around the most current and comprehensive research in the field of education. Professional development was also created from Konocti's own feedback, progress, evidence, and direction.
The professional development was/is intended to enhance adult performance and accelerate student learning.  As Teresa Amabile explains, in The Progress Principle, when people experience progress, including incremental progress, all other variables such as behavior, attitude, attendance, fall into place.


Goal: One year of growth, or more, for one year of schooling












Feedback. I am reading your feedback.  Here are some common themes:
 
Application into classroom
Informative
Unproductive
Recommendations

Scaffolding different types of questioning in the classroom
Revise the levels of  my assessment questions
Write clear learning intentions
Write different success criteria
Provide more appropriate feedback to students – constructive and specific
Implement “better” rubrics

Informative.
Amazing.
Finally have a grip on this whole visible learning thing.
I learned something new.
I have a clear picture of what a visible learner is
Learning the positive power of feedback on adults.
It was very good.
Any training is helpful

The solo taxonomy was too big of a new concept for now.
The solo taxonomy – I don’t know how to use it to help kids.
We were going to get time to apply this work, and never did.
Poor instructional delivery by the solo taxonomy consultant

More time to collaborate.
More time to implement.
If we are to implement, we need time to collaborate and create (assessments, feedback or learning intentions and success criteria)



The superintendent, principals and I will review the common messages from the feedback at a November management meeting. We will respond by providing clarity to some of the statements as well as take steps to implement some of the recommendations. Stay tuned.

Here are a few immediate responses:.
* Similar to Bloom's taxonomy, the solo taxonomy allows teachers to write different levels of questions; write different levels of success criteria (both for the classroom, and for assessments).
* The district is not looking to rewrite all the unit assessments.
* Schools each have a focus area  - providing effective feedback, or developing a visible learner, particulate learning intentions and success criteria, developing formative assessments - with reasonable next steps for implementation and improvement.
*The district is looking to support the school's focus areas, with a strong foundation in teacher clarity - articulate learning intentions and success criteria.
* Yes this work demands time and collaborative time to plan, create, and successfully implement.
* Having clear learning intentions and success criteria(s) for the day, allows students to achieve and progress at their level. When student feel that immediate and daily academic success, motivation and  self-efficacy trail.







No comments:

Post a Comment