1. What was your take away from Chapter 1? Provide a reflection for the group.
2. What was your take away from Chapter 2? What learning do you want to share with others?
As he begins to discuss the notion of improving teacher quality (page 22), it states that the most efective way is to improve the teachers who are already in the profession. This instantly makes me think of the shift to T-TESS and coaching this year. The level of dialogue that we are holding with teachers via both of these is much deeper and self-reflective, which is allowing us to meet individual teachers where they are and help move them forward in their professional growth.
Chris, I think this is such a good point. I think the time we are spending with teachers engaged in dialogue is essential. I think teachers are encouraged to reflect on their practices.
Thought from chapter 2 - I agree that formative assessment is critical for driving instruction, but many teachers on my campus are still learning how to utilize/create rigorous formative assessments and track the data to provide very targeted intervention. This chapter also completely compliments our Seven Strategies work and learning with Jan Chappuis.
Regarding Chapter 1 - it's interesting that government focuses its educational improvement efforts on new standards, curriculum, testing requirements, and funding (including floating ideas of vouchers or bonuses)..... yet data clearly shows increases in teacher quality (pg 19) has a bigger effect on student achievement for lower achieving students than any of the above. I agree with Chris that the coaching emphasis with T-Tess will help improve teachers' professional growth. Page 13 emphasized that pedagogy trumps curriculum - we have purchased the Lucy Calkins Reading & Writing units for all grade levels this year, and we are consistently finding that the units themselves don't improve the skills of our struggling teachers; they still require frequent coaching and multiple pd sessions on how to use the curriculum.
Chpt 2 - I've found through discussions on our last round of PLC's that each grade level has different views on what formative assessment should look like. They are all proficient at creating exit tickets aligned with the learning target, and can use the data to drive instruction, but need more development in feedback and student goal-setting.
I love the information on page six regarding the public vs private school. Especially with the new appointment of DeVoss, I think we all need to continue to advertise the amazing job public school educators do on a daily basis.
The following excerpt aligns with our PLC conversation on December 1: It is convenient for policymakers to treat teachers as a commodity, because then teacher compensation can be determined on a supply-and-demand basis. Teacher compensation could— like that for traders on the financial markets— be set on the basis of the value they contribute, but this would mean that the best teachers would cost way too much— over $ 300,000 per year according to one study (Chetty et al., 2010).
I love the following quote: "The problem with thinking about this as an issue of “gaps” is that one can reduce the gap either by improving the performance of the lowest achievers or by reducing the achievement of the highest achievers. This leads back to the traditional, and now discredited, thinking that equity is the enemy of excellence. Rather than thinking about narrowing the gap, we should set a goal of proficiency for all, excellence for many, with all student groups fairly represented in the excellent." It ties directly to my TPESS goal about closing the achievement gap. It makes me realize that we need to continue to focus on the individual child's learning journey and what excellence means to that individual child.
As he begins to discuss the notion of improving teacher quality (page 22), it states that the most efective way is to improve the teachers who are already in the profession. This instantly makes me think of the shift to T-TESS and coaching this year. The level of dialogue that we are holding with teachers via both of these is much deeper and self-reflective, which is allowing us to meet individual teachers where they are and help move them forward in their professional growth.
ReplyDeleteChris, I think this is such a good point. I think the time we are spending with teachers engaged in dialogue is essential. I think teachers are encouraged to reflect on their practices.
DeleteThought from chapter 2 - I agree that formative assessment is critical for driving instruction, but many teachers on my campus are still learning how to utilize/create rigorous formative assessments and track the data to provide very targeted intervention. This chapter also completely compliments our Seven Strategies work and learning with Jan Chappuis.
ReplyDeleteRegarding Chapter 1 - it's interesting that government focuses its educational improvement efforts on new standards, curriculum, testing requirements, and funding (including floating ideas of vouchers or bonuses)..... yet data clearly shows increases in teacher quality (pg 19) has a bigger effect on student achievement for lower achieving students than any of the above. I agree with Chris that the coaching emphasis with T-Tess will help improve teachers' professional growth. Page 13 emphasized that pedagogy trumps curriculum - we have purchased the Lucy Calkins Reading & Writing units for all grade levels this year, and we are consistently finding that the units themselves don't improve the skills of our struggling teachers; they still require frequent coaching and multiple pd sessions on how to use the curriculum.
ReplyDeleteChpt 2 - I've found through discussions on our last round of PLC's that each grade level has different views on what formative assessment should look like. They are all proficient at creating exit tickets aligned with the learning target, and can use the data to drive instruction, but need more development in feedback and student goal-setting.
ReplyDeleteI love the information on page six regarding the public vs private school. Especially with the new appointment of DeVoss, I think we all need to continue to advertise the amazing job public school educators do on a daily basis.
ReplyDeleteThe following excerpt aligns with our PLC conversation on December 1: It is convenient for policymakers to treat teachers as a commodity, because then teacher compensation can be determined on a supply-and-demand basis. Teacher compensation could— like that for traders on the financial markets— be set on the basis of the value they contribute, but this would mean that the best teachers would cost way too much— over $ 300,000 per year according to one study (Chetty et al., 2010).
ReplyDeleteWiliam, Dylan (2011-05-20). Embedded Formative Assessment (p. 17). Solution Tree Press. Kindle Edition.
I love the following quote: "The problem with thinking about this as an issue of “gaps” is that one can reduce the gap either by improving the performance of the lowest achievers or by reducing the achievement of the highest achievers. This leads back to the traditional, and now discredited, thinking that equity is the enemy of excellence. Rather than thinking about narrowing the gap, we should set a goal of proficiency for all, excellence for many, with all student groups fairly represented in the excellent." It ties directly to my TPESS goal about closing the achievement gap. It makes me realize that we need to continue to focus on the individual child's learning journey and what excellence means to that individual child.
ReplyDeleteWiliam, Dylan (2011-05-20). Embedded Formative Assessment (pp. 21-22). Solution Tree Press. Kindle Edition.