Embedded Files
For my innovation plan I would like to create a district-wide system in which assessment is embedded into authentic learning experiences through a digital portfolio called Seesaw. This will reduce time spent on isolated one on one pull-out style assessments and increase the visibility of student learning for teachers and families.
For this project, I focused on the September PLC cycle, which includes two one-hour virtual PLCs with classroom application between sessions. The focus is on helping teachers recognize and capture authentic evidence of what children know and can do. Using Fink’s framework, I examined the learning environment, developed significant learning goals, and aligned those goals with learning and assessment activities.
The BHAG (Big Hairy Audacious Goal)
The BHAG (Big Hairy Audacious Goal)
Pre-K teachers will make assessment a natural part of everyday learning by recognizing and capturing meaningful evidence of what children know and can do.
Aligning Outcomes, Assessment and Activities.pdfReflection
Reflection
The Course Outcomes planning process helped me take a closer look at how I will actually move my innovation plan from an idea into practice. I tend to think about the big picture and what I ultimately want to accomplish, but this process forced me to break that vision into smaller, more intentional learning experiences for teachers. One important realization was that trying to design around my entire innovation plan was too broad. Focusing instead on the two September PLCs gave me a much more manageable piece to work with.
The 3-column table also helped me think about alignment. If I want teachers to make assessment a natural part of everyday learning, I have to provide learning activities that allow them to see what authentic assessment looks like, practice recognizing evidence of learning, and then apply it in their own classrooms. The assessment activities also need to show whether teachers are actually changing their practice, not simply whether they understand the concept.
This process will influence my innovation plan by giving more structure to my PLCs. Rather than simply choosing topics to cover each month, I can begin with what I want teachers to know, value, and be able to do. Then I can design the PLC experiences around those outcomes. It also reinforced the importance of giving teachers opportunities to apply what they learn between PLCs and then come back together to share, reflect, and adjust. This makes the PLCs less about delivering information and more about supporting real changes in classroom practice.
Page updated
Google Sites
Report abuse