Crowdlearning: 8 Districts Pool Resources to Focus on Assessment Literacy

Autor/inn/en	Dillon, Paula; Erkens, Cassandra; Sanna, Diane; Savastano, Linda F.
Titel	Crowdlearning: 8 Districts Pool Resources to Focus on Assessment Literacy
Quelle	In: Journal of Staff Development, 36 (2015) 3, S.28-32 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-928X
Schlagwörter	Communities of Practice; Shared Resources and Services; Best Practices; Student Evaluation; Evaluation Research; Feedback (Response); Teacher Collaboration; Teacher Education Programs; Teacher Improvement; Improvement Programs; School Districts; Educational Change; Educational Practices; School Culture; Individual Activities; Training Methods; Technology Integration; Consultation Programs; Partnerships in Education; Elementary Secondary Education; Rhode Island + Suchen Sie Ihr Suchwort? Community; Gemeinwirtschaft; Schulnote; Studentische Bewertung; Evaluationsforschung; Lehrerkooperation; Effizienzsteigerung; School district; Schulbezirk; Bildungsreform; Bildungspraxis; Schulkultur; Schulleben; Individual work; Einzelarbeit; Didaktik; Trainingsmaßnahme; Fachberatung; Hochschulpartnerschaft
Abstract	Eight school districts in Rhode Island formed the East Bay Professional Learning Community to launch a joint effort to develop a culture of assessment literacy through ongoing professional learning focused on team-specific action plans tightly aligned to school, district, and state initiatives. To accomplish this, the districts pooled their funding to engage a national expert to coach and guide their work. The goal was to create a professional learning community that would develop understanding and application of assessment for learning at the classroom and building levels. Using their shared understanding of research and best practices depicted in Learning Forward's "Standards for Professional Learning" (Learning Forward, 2011), district leaders developed a three-year plan based on the following shared beliefs: (1) Three to five years of ongoing support is necessary to change practice and school culture; (2) A differentiated approach to professional development will meet the diverse needs of learners within and across schools; (3) Collaboration and shared expertise of educators are powerful tools; (4) Technology is instrumental in supporting collaboration and sharing of resources and artifacts; (5) Consultation with a national expert can provide access to the most promising evidence-based practices of assessment literacy; and (6) Purposeful collaboration with a qualified consultant supports districts through the challenges of changing school culture and continuous improvement. Early results indicate that student achievement--in the classrooms of participating teachers--shows evidence of improvement. (ERIC).
Anmerkungen	Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 513-523-6029; Fax: 513-523-0638; e-mail: NSDCoffice@nsdc.org; Web site: http://www.learningforward.org/news/jsd/index.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01