Using Assessment for Learning to Design an Inclusive School - Step 1

Simple Rule: The school will employ effective, inclusive and research-based formative assessment practices in the classroom to positively impact student achievement and to align with Ministry and Board assessment policies. Designing a school with effective assessment practices requires articulation of those practices and development of a school-wide schema (Bain, 2007). Ontario’s Ministry of Education makes explicit reference to the positive impact of formative assessment on student learning in its recent release of its new publication Growing Success (Ontario, 2010a). Parts of this document mimic the CBAL model (Cognitively Based Assessment of, for and as Learning) as a ‘theory of action’ (Bennett, 2010) for implementation in the classroom. In direct alignment with the Ministry policy, our school board released an assessment policy with a similar approach. Also, the Ontario School Effectiveness Framework, a schema used for school improvement planning purposes, offers specific assessment strategies to use in the classroom. The document makes references to the use of ‘assessment as, for and of learning’, ‘feedback’, ‘learning goals’, ‘success criteria’ and ‘self and peer assessment’ as particularly effective formative assessment practices (Ontario, 2010b). It is important to note that often policies and government publications are informed by relevant and applicable research. In particular, the research on the impact of formative assessment is clear: • learning goals and assessment aligned with instruction affords greater learning possibilities (Dwyer, 1998); • formative assessment when used with students with disabilities enhances their learning (Black & William, 2001) and; • using, articulating and revising learning goals enables teachers to deepen their understanding of the curriculum and thereby affect student understanding (Falk, 2011). The research, government and board policies offer tenets of the same message: formative assessment is inclusive and positively impacts student learning and achievement in the classroom. The simple rule is designed to be used in the classroom to inform instruction and next steps. It is questionable whether or not a focus on summative assessment would yield similar results compared to formative assessment and its impact on student learning (Black & William, 1998). The value of focusing on assessment as and for learning is to scaffold the learning so that the student is better prepared and has a deeper understanding of the material which will be evaluated on the summative assessment. Sharing success should be a key feature in the design of this simple rule. Successful formative assessment strategies used in individual classrooms should be shared in ‘communities of practice’ (Bennett, 2010) to strengthen pedagogical approaches to impact student learning and achievement in every classroom.

Developing a Cultural Consciousness

Create, curate and collaborate – seem to be the new buzzwords for students learning in the 21st century according to @markbrumley’s recent blog post. Other c buzzwords that have also been mentioned in the past have been: communicate, and think critically. A 21st century learner would be hard pressed to find substantial employment anywhere without these vital skills. But this list is not exhaustive. In fact, I would argue, that an essential element is lacking from this list which is vehemently vital to our students’ future and would prepare them for a 21st century global society in which they will live. This element is not only a skill that students have to purposefully develop; it will also build their character and ultimately the societies in which they live. Today’s 21st century learner not only needs to collaborate, curate, communicate, think critically and create. They also need to be much more culturally conscious.

Cultural consciousness means understanding what defines one’s own culture – small c and big C and also how it may be similar or different than other’s small c and big C. Big C culture refers to religious denominations, patriotic symbols, language, race, ethnicity, gender and sexual orientation. Small c refers to the small things that we do such as family traditions or individual preferences. For example, I may be a Canadian of Italian descent (big C) who does not eat pasta (small c). By heightening our cultural consciousness, we understand people better and are able to make more meaningful connections across ‘big C’ cultures. Teaching kids this important distinction is necessary for maintaining a cohesive social fabric which melds the entire human race together.

A student in Canada may not speak the same language as a student in Afghanistan, yet may love to play soccer like they do. The more small ‘c’ culture we find in common, the closer the human race becomes to each other. Though the human race is diverse, we know that diversity can be regarded as strength and not weakness, such as has been evidenced in our rich multicultural and bilingual country – Canada. In fact, as we understand each others’ preferences, traditions, happiness, hardships, trials and tribulations better, we can relate and empathize with one another.

Social media has been blamed for causing rifts and divisions within communities and amongst people. But we must remember that it has also been used to unite people, to build capacity, to cause revolutions, and to raise our level of cultural consciousness. Though two people may not be from the same country or speak the same language, they may both like to watch old Tom Cruise movies on youtube. This is a trait which unites despite other differences. But we may not know or understand these small ‘c’ cultural quirks until we get to know each other better and realize that we are not really that different after all.

Our pluralistic voices all have one message – the betterment of humankind and societal development. It is our civic duty as educators to make students more culturally aware of themselves and their local & global peers.

How to make a Culturally Proficient School

As I entered my school building this morning, I saw that it had transformed into a Christmas building over the weekend. Garlands hung on all the banisters, a huge Christmas tree was placed in the foyer, posters advertising Christmas and Santa were everywhere to be seen. Ironically, I am celebrating Eid this week and there was no mention of this anywhere (yet). I do work in a school where the majority of the population may be Christian; however, the overwhelming presence of one holiday represented over another took me by surprise. I have worked at this school for many years and do typically enjoy seeing it decorated. This year I was somewhat startled by my preliminary reaction.

It is true, I did grow up in North America and in this culture, and Christmas is everywhere. And I do know that non-Christians also celebrate Christmas in some way or form. My husband lived in Pakistan until he was 16 years old celebrated Eid there every year and it is a big deal (sometimes 3 days long). When I looked at the Christmas decorations around my building this year, I thought about the minority of students who do not celebrate Christmas. I thought about their reaction to their own holiday and the perception of their holiday that they would be bringing home to their parents.

Becoming a culturally proficient school may very well mean, treating each culture equitably. On Friday during our subject PD day, Maureen Smith (a professor at the University of Western Ontario) made a presentation on how we define culture. She spoke about the idea of “drive-by shooting” and that this concept of culture should not be how we integrate it into our classes. It should be woven into the fabric of the school every day, all the time. How can schools become more culturally proficient in what they do every day? Having an awareness and understanding of other cultures is a start. I grew up singing Christmas carols because that is what I learnt in school despite being non-Christian. Perhaps we need to start broadening our base and see all cultures in the school equitably represented.

Principal as an Instructional Leader

On Saturday, our PQP2 class listened to an LNS presentation by Anne Macdonald on the key leadership functions of a principal. These functions included: Building Culture; Leading Change and Managing Complexity. Interestingly, the Ontario Leadership Framework mimics some of these ideas as well. The idea of the principal as an Instructional leader in the framework was echoed throughout the presentation in various ways. The idea of a principal as co-learner with teachers was presented. Though a principal has certain knowledge and competencies, he/she does not know everything. Anne Macdonald included a great quote which summarized it nicely: “The expert in the room depends on the question being asked.”

So it begs the question: “Can the Principal be the Instructional Leader and a co-learner at the same time?” Despite the apparent contradiction, I believe that the answer unequivocally is: “Yes!” One of the competencies of the Framework state that a principal demonstrates “effective teaching and learning.” As a teacher, it is imperative to demonstrate to kids that though we may be teachers, there are many things that we don’t know. In effect, teachers can be co-learners in the classroom too.

According to the LNS, a good classroom instructional task is “connected to the world, has intellectual rigor, involves substantive conversation and multiple entry points.” The role of the principal as an instructional leader according to the framework is to develop professional learning communities for school improvement. In order to do so, a principal needs to incite shared collaboration and ask questions to facilitate discussion. Those questions should be “connected to the world, have intellectual rigor and involve substantive conversation and multiple entry points.”

Therefore, in terms of being an instructional leader in the school, the principal mimics the role of a teacher in a classroom as a co-learner, asking probing questions and facilitating discussion and reflection.

Staff Professional Development

How do leaders in the school effectively engage staff in professional dialogue?

The NSDC (National Staff Development Council) delineates 12 standards for developing pd for staff. In this journal, I would like to reflect on Learning Communities and Collaboration since both are inextricably linked and they are the bases for moving a staff forward in affecting student achievement.

In order to be successful, the NSDC suggests that these communities meet almost every day. In my opinion this may be somewhat idealistic. However, a weekly or bi-weekly or even monthly meeting may be more realistic. I believe that teachers must decide on a focus area that their meetings should target. There should be some literature that is research-based (also one of the standards) available to explore for these teachers. The purpose of the meetings should be clear and the time allotted should be clear.

Collaboration in Learning Communities does not always have to happen face-to-face. Technology can facilitate online collaboration through the use of wikis, forums and google docs. Learning Communities are also not limited to staff within the school, but can also include teachers from the district, different districts and even go beyond conventional borders to include teachers teaching abroad.

According to the NSDC, collaboration (in PLCs) also satisfies the need for “social interaction that often deepens learning and interpersonal support and synergy for creatively solving the complex problems of teaching and learning.” When those conversations are purposeful they can be very powerful in changing practices.

My practicum proposal - Empowering our future global citizens through digital literacy

How does the purposeful and intentional use of technology integrated into professional development and dialogue affect student achievement? This is the question I wish to address during my practicum proposal. The intent of the proposal is very clearly articulated first and foremost under the category of leading the Instructional Program of the Ontario Leadership Framework. It indicates that a “principal has knowledge and understanding of (the) use of new and emerging technologies to support teaching and learning.” In addition, one of the practices of the principals in setting direction is to: “ensure creativity, innovation and the use of appropriate technologies to achieve excellence.” The framework goes on to highlight that a principal has knowledge of “new technologies, their use and impact; (and) leading change, creativity and innovation.”

My practicum will also address how a principal develops the organization and “challenges thinking and learning of staff to further develop professional practice.” Professional Development should push the envelope and allow staff to explore new and different ways of teaching. Lastly, creating and taking part in professional learning communities on the topic of technology or through the use of technology is an area that I further wish to explore during this practicum. The Framework does indicate that a principal “is able to collaborate and network with others inside and outside the school.”

Some of the first questions that PQP part 1 explored from the onset was: “What do you value? What are your beliefs? How does your behaviour exemplify your beliefs?” Before embarking on a change in career path, it is vital that we all have a very good understanding of our personal goals and beliefs. I believe that our students are global citizens, that they need 21st century skills and that they should have a universal conscience. Students in my classrooms are exposed to such ideas and I firmly believe that more and more teachers should embrace such a philosophy. As a teacher, I may be able to reach students in my classroom, but as an instructional leader, I can reach many more.

I can see some links with my philosophy of education and Fullan’s book studied in this course, The Moral Imperative of Leadership. In chapter 4, Fullan speaks of making a difference at a societal level, but stops short at discussing change in the context of a district through collaboration and personal learning communities. (Fullan, 2003) I would take this imperative a step further, to say that, as school leaders, we have a global moral responsibility to affect education for the betterment of society as a whole. We can attain this goal through collaboration in online learning communities, like twitter, which are already affecting change in the lives of educators and leaders alike.

According to Méndez-Morse, “Leaders of change recognize shifts in the environment and guide their organization to be responsive to those changes.” (Méndez-Morse, 1992) As the new literacy creates a new world order, our future citizens must know how to filter through information and use it to the end of a common good. The York Region District School Board is committed to a vision for technology that, “will transform our educational and workplace environments for improved student achievement and success.” (Board, 2010)

Under Curriculum Implementation of the board’s School Effectiveness Framework, the board intends to: “develop and implement a multi-layered learning strategy to provide opportunities for digital literacy and new approaches to learning” by 2012. (Board, Board Plan for Continuous Improvement, 2009) During my practicum, I wish to explore what is meant by a “multi-layered strategy”. Moreover, I wish to engage teachers and students to explore digital literacy in an intentional manner to harness the power to collaborate globally and learn from one another.

Throughout this practicum, I will have the opportunity to work with students, staff, parents and the community at large. With limited resources at times, access to technology is somewhat limited in our school. It is important to note that the board has recently introduced wifi in all areas of our school building. This will change the scope and increase technology use in the building through PDA’s and personal laptops. To ensure equality of access, it may be important to have laptops available for sign out through the main office or library.

It will be imperative to work with staff on various PD sessions outlining options to work with the technology now available in classrooms. This year, I was actively involved in planning and presenting a workshop on Moodle, an online, board endorsed classroom management resource. My role was to present the technology and then have one-on-one sessions with staff to help them explore.

Student achievement is always at the crux of any new school initiative. I can explore the uses of technology as I have always done, through demonstration and time to experiment with it. For instance, this last school year, I introduced the prezi, an online presentation software similar to powerpoint, but much more effective in demonstrating connections between concepts. More information is available at www.prezi.com. Many of my students were intrigued by the prezi, and several of them used it in presenting their culminating assignments. It is important to note that students need to be taught how to use technology appropriately, and how to avoid being accused of plagiarism, one of the major issues plaguing technology use in the high school classroom.

It is my intention to increase awareness of the different technologies available to support success for all students. Parents may not be aware of the gamut of resources the web provides, nor the safety issues or bullying possibilities that may arise while students are online.

Lastly, making a difference beyond the school is really my moral imperative. Not only do I want to affect learning from within the system, I want to affect learning on a much broader scale. In connecting teachers and students to others with similar interests via the web, our entire global community is strengthened. Not only are we preparing the students in our school or district for the 21st century, we are creating citizens of the world, working together for one common purpose and that is: progress.

Supervision & Safety of a school

The importance of knowing the policies regarding supervision, safety and suspension became very clear in this module. According to Education Act, it is the duty of principals to supervise performance and behaviour of all board employees. Principals must act therefore, in a very deliberate manner to supervise employees, and maintain safety of the premises and people.

In class, we learned that legal issues may arise from time to time involving a teacher or principal. Being aware of what we could be held responsible for, therefore, is important. It is also important to document all that we do in our role as principal and to keep that documentation for a period of 7 years. A case can arise at any time, and by doing our due diligence, we can avoid any unfavourable outcomes.

In the online video for this module we learned that all board employees have a positive duty to report any action that could be subject to suspension or expulsion to the principal using form 1 under new legislation for the Safe Schools Act section 175. The principal, teacher or educational assistants also have a duty to respond and/or intervene when they see students engaging in behaviour that is affecting the school in a negative manner. It is important to note that even if this behaviour is not on school property, the student can still receive consequences from the school.

In class, we also examined the legitimacy of a court order in custody cases and releasing of information. It is integral that we do not release ANY personal information on a student to anyone. Only teachers, the principal and vice principal are subject to having access to this information.

According to the Family Services Act, teachers and principals have a duty to inform Children’s Aid Services (CAS) in the event of physical, sexual, verbal, psychological or emotional abuse. It is important that the principal make this clear to staff from the onset. Teachers and Principals are bound by the standards of practice: care, honesty, integrity & respect towards all students.

Not only are our obligations rooted deeply in our morals, school leaders must also rely on policy to dictate their response to a situation. Our moral imperatives may guide us, but following policies and procedure will have the best possible outcome for our success in this role.