Instructional Leadership in Assessment for Learning
Working with a Coach to Enhance Instructional Leadership Capacity
The following information is an excerpt from the resource provided by the AAC. The actual document is also available below.
Principal and Coach
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. Together, the principal and coach talk about the upcoming process. What evidence will the principal look for in working towards the identified goals?
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, Principal and CoachThe 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.
The coach observes the lesson, focusing on the areas identified for feedback.
Teacher and Coach
This is a time to touch base and reflect on the areas the teacher identified for feedback, citing examples from the AFL strategies they used in the lesson and the evidence of learning they collected.
Principal and Coach
In conversation, they review the AFL strategies requested by the teacher for feedback. They discuss positive approaches for the upcoming teacher-prinicipal collaborative conversation - for example, "What assessment strategy would you like to begin our conversation with, thinking about the evidence of learning we observed in the class? This avoids a sense of implied evaluation in a question such as, "How do you think it went?"
To prepare for the teacher-principal conversation, the coach helps the principal identify other AFL strategies they observed during the lesson, and explore ways the teacher might use them 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 (Coach as observer)
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 and 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 the 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 (Coach as observer)
The teacher provides the principal with feedback on the earlier coaching conversations, targeting the goals shared by the principal. This helps foster a collaborative professional relationship, in which constructive feedback is a two-way street.
Principal and Coach
This is a collaborative coaching conversation, using the same AFL strategies as the teacher-principal conversation - keeping discussion positive, targeted and specific. They identify next steps in the principal's work to enhance instructional leadership. The conversation also connects to 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 and Coach
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. Together, the principal and coach talk about the upcoming process. What evidence will the principal look for in working towards the identified goals?
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, Principal and CoachThe 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.
The coach observes the lesson, focusing on the areas identified for feedback.
Teacher and Coach
This is a time to touch base and reflect on the areas the teacher identified for feedback, citing examples from the AFL strategies they used in the lesson and the evidence of learning they collected.
Principal and Coach
In conversation, they review the AFL strategies requested by the teacher for feedback. They discuss positive approaches for the upcoming teacher-prinicipal collaborative conversation - for example, "What assessment strategy would you like to begin our conversation with, thinking about the evidence of learning we observed in the class? This avoids a sense of implied evaluation in a question such as, "How do you think it went?"
To prepare for the teacher-principal conversation, the coach helps the principal identify other AFL strategies they observed during the lesson, and explore ways the teacher might use them 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 (Coach as observer)
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 and 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 the 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 (Coach as observer)
The teacher provides the principal with feedback on the earlier coaching conversations, targeting the goals shared by the principal. This helps foster a collaborative professional relationship, in which constructive feedback is a two-way street.
Principal and Coach
This is a collaborative coaching conversation, using the same AFL strategies as the teacher-principal conversation - keeping discussion positive, targeted and specific. They identify next steps in the principal's work to enhance instructional leadership. The conversation also connects to 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.
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