Beruflich Dokumente
Kultur Dokumente
Planning
Assessing Teacher Learning
Needs
Session 1
Session 2
Category of School
Effectiveness Indicator
1. Assessment for, of, and as
Learning
2. School and Classroom
Leadership
3. Curriculum, Teaching, and
Learning
1.
4. Student Voice
5. Home School and Community
Partnerships
The only
way to
increase
student
achievemen
t is to
change
classroom
practice.
Principal
leadership is
second only
to classroom
practice on
impacting
student
7
achievement
St
ud
of
th
e
TASK
ge
Ro
le
led
ow
Kn
rs
he
ac
Te ills
Sk
en
ts
an
d
Content
10
Schools &Teachers
Make a Difference
Entering
Average School
Average Teacher
50
50
50
50
37
50
63
50
78
50
96
Robert Marzano: What Works in Schools: Translating Research into Action, NSCD,
11
2001 p. 74
School Improvement
1. Concrete and specific achievement goals,
based on student achievement data, which are
continuously monitored.
2. Non-negotiable goals for instruction in every
classroom which are:
Consistent across every classroom, decreasing the
variability between teachers
Supported by systematic and system wide teacher
preparation and professional development
Session 1
SMART Goal
Specific, Measurable, Attainable, Resultsbased, and Time-bound
Specify a few SMART learning and achievement
goals from the schools needs assessment and
relate the targeted evidence based / actions to
the four pillars
By 2012, 90% of students will integrate the reading
strategies when responding to reading comprehension tasks
and use higher order/ critical thinking skills.
As a result, we will have a 10% increase in the number of
students performing at standard on the EQAO.
We will also see a 15% increase in the number of exceptional
students achieving at standard.
5 Minutes
20
Beginning
I generate learning
outcomes based on
the Ontario
Curriculum and
related success
criteria which are
posted.
My students know
that learning
outcomes and
success criteria
relate to the
instruction of the
program but are
not using these to
Progressing
Learning Outcomes
reflect the Ontario
Curriculum.
Students help to
create the success
criteria and the
exemplars of good
work
Students can
explain the
importance of the
learning
outcomes and are
beginning to
assess their work
on the basis of
Exemplary
Students refer to
the criteria
charts and the
exemplars to
develop their
self-assessment
skills and set
Students
use
learning goals
success criteria
as a basis of
discussion with
peers and/or
teachers to
reflect on their
21
progress and
Summa
ry of
data
By 2012,
90% of
students
will
integrate
the
reading
strategies
when
responding
to reading
comprehen
sion tasks
and use
higher
order/
critical
thinking
skills.
1.1
1.5
4.2
4.5
Beginning
Progressin
g
Beginning
Beginning
Oct
22
Jan
31
Jun
29