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Five Preconditions for the effective use of student learning data by teachers:
Quality formative assessments need to be aligned to learning standards, be developmentally appropriate to the grade level.
School staff must agree to a shared vision for the purpose of collaborating on what they agree can impact student learning positively. The vision can also help aid in agreements on assessment data and interventions.
leadership structures are based on the idea that it is everyone's job to implement the vision
Collaboration is pivotal to long term and profound change
Strategies include the communication protocol, examining student work for instructional coherence, and ability to to achievement.
Instructional Coherence is the process of ensuring each grade level and subject areas have horizontal and vertical alignment. This is where the four questions of PLC are integrated into the process:
What do we want students to know?
How will we know if they know it?
What will we do if they don't know it?
What will we do if they do know it?
Team members alternate the provision of documents:
lessons plans
student learning results
examples of student work
case studies
two questions for consideration of the team
Engaging colleagues in discussions regarding improvement in learning strategies. Teachers can create an abilities matrix to support student needs:
Step 1: teachers complete matrix
Step 2: List common characteristics
Step 3: Brainstorm processes to put into place
Step 4: Determine schoolwide action plan
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