Instructional Leadership in Assessment for Learning |
Coaching to Enhance Classroom Assessment Capacity |
The following is an excerpt from the resource provided by the AAC. The actual document is also available below.
Principal
The principal identifies his/her instructional leadership goals to support teacher growth and student learning. These goals are based on Dylan William's five key formative assessment strategies.
Teacher and Principal
The principal begins by asking the teacher to identify specific AFL (assessment for learning) strategies on which they would like feedback. The teacher formulates questions that will help the principal gather evidence of students' learning and understanding.
The principal shares his/her instructional leadership goals for the coaching process, and invites feedback from the teacher (to be provided in the final collaborative conversation).
Teacher and Principal
The principal observes the lesson, focusing attention on the areas previously identified by the teacher. In conversations with students, the principal asks the questions formulated by the teacher to capture student voice and learning.
Teacher
The teacher reflects on the areas he/she identified for feedback, citing examples of the AFL strategies used in the lesson and the evidence of learning collected.
Principal
The principal prepares an open, positive approach for the upcoming collaborative conversation - for example, "What assessment strategy would you like to begin our conversation with, thinking about the evidence of learning we observed in class?" This avoids a sense of implied evaluation in a question such as, "How do you think it went?"
The principal identifies other AFL strategies observed during the lesson, so he/she can explore, with the teacher, strategies to further support student learning. The principal's goal is to support and affirm the AFL strategies they observed, while also deepening and expanding the teacher's assessment practice.
Teacher and Principal
The conversation begins by focusing on the identified areas for feedback. To make the feedback meaningful, the principal should keep his/her observations positive, targeted, and specific.
Two approaches are helpful in guiding this conversation.
Name the Claim: Together, teacher and principal identify AFL strategies used in the lesson, and discuss ways they could be employed even more deeply.
Support and Stretch: In discussion with the principal, the teacher selects one or more other AFL strategies to focus on in future lessons and identify resources to support ongoing professional learning. Together, they schedule times for future lesson observations and collaborative coaching conversations.
Teacher and Principal
The teacher provides the principal with feedback on the earlier coaching conversations, targeting the goals shared by the principal. This helps foster conversations, targeting goals shared by the principal. This helps foster a collaborative professional relationship, in which constructive feedback is a two-way street.
Teacher
The teacher reflects on the coaching conversations and integrates feedback into planning and instruction.
Principal
The principal reflects on the coaching conversations and identifies next steps in his/her work to enhance instructional leadership with individual teachers and in supporting the use of AFL strategies throughout the school's professional learning community.
Collaborative Coaching Conversations carry assessment for learning strategies beyond the classroom and into the school community as a whole - informing practice, building leadership, and enhancing student learning.
Principal
The principal identifies his/her instructional leadership goals to support teacher growth and student learning. These goals are based on Dylan William's five key formative assessment strategies.
Teacher and Principal
The principal begins by asking the teacher to identify specific AFL (assessment for learning) strategies on which they would like feedback. The teacher formulates questions that will help the principal gather evidence of students' learning and understanding.
The principal shares his/her instructional leadership goals for the coaching process, and invites feedback from the teacher (to be provided in the final collaborative conversation).
Teacher and Principal
The principal observes the lesson, focusing attention on the areas previously identified by the teacher. In conversations with students, the principal asks the questions formulated by the teacher to capture student voice and learning.
Teacher
The teacher reflects on the areas he/she identified for feedback, citing examples of the AFL strategies used in the lesson and the evidence of learning collected.
Principal
The principal prepares an open, positive approach for the upcoming collaborative conversation - for example, "What assessment strategy would you like to begin our conversation with, thinking about the evidence of learning we observed in class?" This avoids a sense of implied evaluation in a question such as, "How do you think it went?"
The principal identifies other AFL strategies observed during the lesson, so he/she can explore, with the teacher, strategies to further support student learning. The principal's goal is to support and affirm the AFL strategies they observed, while also deepening and expanding the teacher's assessment practice.
Teacher and Principal
The conversation begins by focusing on the identified areas for feedback. To make the feedback meaningful, the principal should keep his/her observations positive, targeted, and specific.
Two approaches are helpful in guiding this conversation.
Name the Claim: Together, teacher and principal identify AFL strategies used in the lesson, and discuss ways they could be employed even more deeply.
Support and Stretch: In discussion with the principal, the teacher selects one or more other AFL strategies to focus on in future lessons and identify resources to support ongoing professional learning. Together, they schedule times for future lesson observations and collaborative coaching conversations.
Teacher and Principal
The teacher provides the principal with feedback on the earlier coaching conversations, targeting the goals shared by the principal. This helps foster conversations, targeting goals shared by the principal. This helps foster a collaborative professional relationship, in which constructive feedback is a two-way street.
Teacher
The teacher reflects on the coaching conversations and integrates feedback into planning and instruction.
Principal
The principal reflects on the coaching conversations and identifies next steps in his/her work to enhance instructional leadership with individual teachers and in supporting the use of AFL strategies throughout the school's professional learning community.
Collaborative Coaching Conversations carry assessment for learning strategies beyond the classroom and into the school community as a whole - informing practice, building leadership, and enhancing student learning.
instructional_leadership_coaching_process.pdf | |
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