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March 27 Assessing 21st Century Skills: Dynamic Assessment for Students, Teachers, and Leaders Douglas Reeves, Leadership and Learning Center LeadandLearn.com

Gap between rhetoric & reality The political and education rhetoric is that 21st c skills are valued, yet they are not assessed. We won't get 21st c. Skills with Ming Dynasty assessments and Neanderthal era leadership and policy. We need to get beyond test score mentality

Number 1 source of dissatisfaction among teachers is time. . . We just don't have the time! Too many initiatives. ..

Reeves main point was that what we need to measure implementation of teacher practices. It's the level of implementation of the practice that makes a difference in student learning. We need to have "implementation audits" that look at: 1) initiative inventory: More than six priorities inversely related to student achievement. WE NEED TO PRIORITIZE! 2) Range of implementation: Has the greatest variability. Monitor the daily implementation of initiatives. ONLY HIGH IMPLEMENTATION YIELDS GAINS! 90% faculty participation yields 3-5 times higher achievement gains than10% faculty participation. 3) RElationship to student learning: What is the impact of this initiative on student learning? It's Teacher Practices, not Programs . . . Focus on what teachers and learners are doing. -Coaching practices . . . Full implementation of coaching can provide up to 107% gain greatest gains in student achievement are when modeling and observation of peers are present in the model -How much of an impact is technology making on st. Learning? It's not the technology that matters, it's how we use the technology, what we do with it

Focus observation on monitoring what adults and students are doing

He explained a process where teachers 1) self assess on the Danielson rubrics, 2) select area of growth and create specific indicators related to student learning for this area and 3) This become part of plan for meet/exceeds proficient/distinguished. (PD growth goal)

Collect and focus on three Stacks of data: St achievement T practices Leadership practices

Reflection: Reeves main point on measuring the level of implementation is huge. We have many initiatives, but how often do we stop to measure the level of implementation. . . His research shows that no more than six initiatives that are implemented deeply will make a difference in the achievement of our students! This is important for our Leaders to keep in mind. As we move forward with more observation, it will be an opportunity to also measure levels of implementation of initiatives and what teachers and students are doing around these initiatives.