| Author | Topic |
|---|
Posts: 3
Registered:
May 2009
|
|
Getting Staff on Board with Common Assessments
|
Mon, 25 May 2009 19:00
|
 |
My district is in its second year of Professional Learning Communities. While most teachers in my department agree that we need common learning expectations, some still resist the use of common assessments (either summative or formative). We need common assessment data to evaluate our curriculum and teaching and I would like to make this mandatory.
I am concerned that the backlash of resistant teachers will grind the process to a halt. Some fear the loss of individuality or loss of creativity while others fear that they can then be compared with their colleagues. This, I believe, is the deep-rooted fear.
Does anyone have suggestions or strategies for moving a department toward common assessments?
|
|
|
Posts: 1
Registered:
May 2009
|
|
Re: Getting Staff on Board with Common Assessments
|
Sat, 06 June 2009 14:11
|
|
We have had a similar issue in our middle school. We've begun to use common assessments in some departments but it has not been required throughout the school. I've suggested it but the teachers in my department are dead set against it. My district hasn't provided me with good resources to work with and I'd like to give them something quick and clear to read that we can talk about instead of just responding to their opinions (and fears). Do you have any suggestions?
Thanks
|
|
|
Posts: 1
Registered:
July 2009
|
|
Re: Getting Staff on Board with Common Assessments
|
Thu, 09 July 2009 11:58
|
|
|
A good book to read is Common Formative Assessments: How to Connect Standards-Based Instruction and Assessment, by Larry Ainsworth and Donald Viegut. At my school we read this during a Literature Study Group. It introduced teachers to the processes of data teams and the authors discuss many ways to get everyone on board. My school is in our second year of Data Teams. This past year teachers took over running the meetings and choosing power standards and goals for their students. They were invested in the process and we had great results. One positive change we made is we have allowed more time during the day for teachers to meet and collaborate with each other. We are lucky to have district substitutes (five subs who come to our school every three weeks for two days) and we have scheduled specialist teachers to cover classes. By providing teachers with extra coverage time, it shows that there time is respected and valued. Overall Data Teams have proved to be successful and teachers are still just getting comfortable with the process. It is important to listen to their fears, frustrations, and provide support in order for this process to get off the ground.
|
|
|
Posts: 1
Registered:
July 2009
|
|
Re: Getting Staff on Board with Common Assessments
|
Tue, 14 July 2009 11:30
|
|
|
I have recently read some books by Larry Ainsworth on Common Formative Assessments and he does have many suggestions to get data teams up and running. I never thought of sharing them with my staff, but I think that will help with staff who resist change. When I compare data on classes I use Teacher A and Teacher B to help make the teachers feel more comfortable with the process. For the up coming school year I am going to try to allow more time in the day for teachers to work together on their data goals. As with any process it takes time and patience for more teachers to buy in.
|
|
|
Posts: 1
Registered:
July 2009
|
|
|
Posts: 3
Registered:
May 2009
|
|
Re: Getting Staff on Board with Common Assessments
|
Wed, 22 July 2009 18:05
|
|
Thanks for the suggestions. The CFA book by Ainsworth and Viegut is one of my favorites. I like the idea about having teachers read it. I had never thought of that either. Common assessments were introduced to us a while back without much guidance and support, so it was a mandate that caused stress. I've been trying to move my department in that direction since then but people are still resistent.
When my principle shared data from Teacher A, B, etc. in one department two years ago there was quite a stir. I guess the lesson is to build the system and get the least resistent on board first. I agree that buy-in is critical.
If anyone is in the secondary level can you share how many common assessments you utilize per semester or quarter? Group scoring of constructed responses seems to take so much time that it hinders the timeliness of feedback and has actually increased resistance.
|
|
|
Posts: 1
Registered:
October 2009
|
|
Re: Getting Staff on Board with Common Assessments
|
Sat, 31 October 2009 23:05
|
|
|
We've used consultants for out teacher PD. Our more reluctant team members appreciated having an outside perspective. www.edreformers.com is based in the SF Bay Area, CA. They do a great job of getting everyone onboard with structured collaboration time and cycles of inquiry for analyzing student work.
|
|
|
