““How Formative Instruction Ties To How Formative Instruction Ties To

Student Growth, the new Evaluation Models Student Growth, the new Evaluation Models and My Bottom Dollar”and My Bottom Dollar”

Let’s start with Strategic Let’s start with Strategic Compensation!Compensation!

• Salary base increases year to year (or not) Salary base increases year to year (or not) are based largely on your TIGER model are based largely on your TIGER model evaluation!evaluation!

What can keep you from getting top What can keep you from getting top scores on some of the Tiger Model scores on some of the Tiger Model

Domains?Domains?Teacher conveys genuineTeacher conveys genuineenthusiasm for the content, enthusiasm for the content,

and students demonstrate and students demonstrate consistent commitment to consistent commitment to its value.its value.

Students demonstrate throughStudents demonstrate throughtheir active participation, their active participation,

curiosity, and taking curiosity, and taking initiative that theyinitiative that they

value the importance of thevalue the importance of thecontent.content.

Teacher makes the purpose Teacher makes the purpose of the lesson or unit clear, of the lesson or unit clear, including where it is situated including where it is situated within broader learning, within broader learning, linking that purpose linking that purpose to to student interests.student interests.

Teacher’s questions are ofTeacher’s questions are ofuniformly high quality, withuniformly high quality, withadequate time for students toadequate time for students torespond. respond. Students formulateStudents formulatemany questions.many questions.

Students themselves ensure thatStudents themselves ensure thatall voices are heard in theall voices are heard in the

discussion.discussion.

AllAll students are cognitively students are cognitivelyengaged in the activities andengaged in the activities and

assignments in their explorationassignments in their explorationof content. of content. Students initiate orStudents initiate oradapt activities and projects toadapt activities and projects toenhance their understanding.enhance their understanding.

The TIGERTIGER (and TAP) Model (and TAP) Model addresses addresses

four domains:four domains:

–Planning and PreparationPlanning and Preparation

–Classroom EnvironmentClassroom Environment–InstructionInstruction–Professional Professional ResponsibilitiesResponsibilities

How can we use Formative How can we use Formative Assessment/Instruction to improve Assessment/Instruction to improve

these evaluation domains and these evaluation domains and “Show Me The Money”?“Show Me The Money”?

• Formative Instruction is Formative Instruction is notnot a measurement a measurement instrumentinstrument, but a , but a processprocess!!

Imagine Summative Assessments as an autopsyautopsy

and Formative Instruction as a check-upcheck-up!

You’re too late to fix anything if You’re too late to fix anything if you’re doing the autopsy!you’re doing the autopsy!

-Dufour-Dufour

Examples of Examples of

Formative InstructionFormative Instruction Strategies: Strategies:

1)1) Cooperating TeacherCooperating Teacher

2)2) Homework, Quizzes, and Homework, Quizzes, and TestsTests

3)3) Exit TicketsExit Tickets

4)4) One-Minute PapersOne-Minute Papers

5) Concept Mapping6) Problem Solving Observation7) Engage students in the

process / Student Surveys8) See your teaching through

your students’ eyes9) Identify Misconceptions

More Examples ofMore Examples of Formative InstructionFormative Instruction

StrategiesStrategies

Formative Formative InstructionalInstructional Data….. Data…..•provides educators data during an instructional time period; during lessons, through homework, and other instructional activities.

•provides educators useful feedback to report to students.

• is used to adjust instructional practices in an effort to maximize student learning and gauge student progress.

AND…AND…• Provides the educator with Provides the educator with

timely, critical evidence that timely, critical evidence that indicates a student’s skill level, indicates a student’s skill level, their concept mastery, and their concept mastery, and their learning progression.their learning progression.

• Allows data-driven teachers to see positive Allows data-driven teachers to see positive results from their students when they routinely results from their students when they routinely collect formative assessment data and then collect formative assessment data and then focus their interventions and differentiated focus their interventions and differentiated lessons accordingly.lessons accordingly.

Now, back to TIGER… Now, back to TIGER… “Planning and Preparation”“Planning and Preparation”Let’s start with our PLC teams!Let’s start with our PLC teams! We must focus as a group on…..We must focus as a group on…..

•Unpacking our standards and deciding what the Unpacking our standards and deciding what the learning learning progressionprogression is that we must keep in mind as we build upon is that we must keep in mind as we build upon the layers of understanding.the layers of understanding.•What are the prerequisites for the skill and what will we need What are the prerequisites for the skill and what will we need to see occur in each step to lead them to the intended to see occur in each step to lead them to the intended learning. learning. Sometimes you’ll have to slow down to speed Sometimes you’ll have to slow down to speed up!up!•What will mastery look like and how will my feedback be What will mastery look like and how will my feedback be delivered so that it leads them to a deeper understanding of delivered so that it leads them to a deeper understanding of the intended learning?the intended learning?

Next, let’s move on to Domain 2 of Next, let’s move on to Domain 2 of TIGER: TIGER: Classroom EnvironmentClassroom Environment• Creating an environment of respect and rapportCreating an environment of respect and rapport• Establishing a culture of learningEstablishing a culture of learning• Managing classroom proceduresManaging classroom procedures• Managing student behaviorsManaging student behaviors

Things we can do:Things we can do: Morning Meeting, SWPBS to Morning Meeting, SWPBS to reward positive behavior and getting caught reward positive behavior and getting caught being good, an emphasis on consistency, rotate being good, an emphasis on consistency, rotate classroom duties/chores, send positive referrals, classroom duties/chores, send positive referrals, modeling both correct and incorrect examples of modeling both correct and incorrect examples of expectations, and accept nothing less than expectations, and accept nothing less than mutual respect among students and staff!mutual respect among students and staff!

On to TIGER… Domain 3 “Instruction”On to TIGER… Domain 3 “Instruction”

•Communicating with studentsCommunicating with students

•Using questioning and discussion Using questioning and discussion techniquestechniques

•Engaging students in learningEngaging students in learning

•Using assessment in instruction Using assessment in instruction

•Demonstrating flexibility and Demonstrating flexibility and responsivenessresponsiveness

• Things we can doThings we can do: Student friendly learning : Student friendly learning targets, connect learning to real life experiences,targets, connect learning to real life experiences, examples of different levels of work, grading examples of different levels of work, grading rubrics that define levels of work, one on one rubrics that define levels of work, one on one and small group conferencing, focused feedback and small group conferencing, focused feedback that provides students with suggestions, hints or that provides students with suggestions, hints or clues rather than praise or comments, limit clues rather than praise or comments, limit advice to amount of advice the student can act advice to amount of advice the student can act on, have accessible your quick-flip questioning on, have accessible your quick-flip questioning chart to address higher order questions, chart to address higher order questions, encourage critical thinking, student interest encourage critical thinking, student interest inventories, KWL charts, best practices, peer inventories, KWL charts, best practices, peer teaching, cooperative group leaders are required teaching, cooperative group leaders are required to represent all voices within the group!to represent all voices within the group!

TIGER Domain 4 “Professional Responsibilities”TIGER Domain 4 “Professional Responsibilities”

• Reflecting on teachingReflecting on teaching

• Maintaining accurate recordsMaintaining accurate records

• Participating within a professional Participating within a professional

community community (PLC)(PLC)• Growing and developing professionallyGrowing and developing professionally• Showing professionalismShowing professionalism

•Things we can doThings we can do: Through formative : Through formative assessment practices, we can determine assessment practices, we can determine which students need reteaching and those which students need reteaching and those ready to move on, again… responsive ready to move on, again… responsive teaching! teaching!

Things We Can Do: (cont.)Things We Can Do: (cont.)• Then, in our PLC, we can reflect and share as a Then, in our PLC, we can reflect and share as a

team what worked or didn’t, what was effective, why team what worked or didn’t, what was effective, why or why not, and where do we go from here with this or why not, and where do we go from here with this learning progression. Standards based record learning progression. Standards based record keeping along with journaling anecdotal records for keeping along with journaling anecdotal records for your own reflection to document student your own reflection to document student performance as well as to be shared with students performance as well as to be shared with students and parents. This opens the discussion with the and parents. This opens the discussion with the student regarding his/her performance. There is a student regarding his/her performance. There is a ton of info out there on Formative Assessment and ton of info out there on Formative Assessment and Formative Instruction including the Battelle online Formative Instruction including the Battelle online coursework, publications from CCSSO, to name a coursework, publications from CCSSO, to name a few.few.

TIGER Domain 4 “Professional Responsibilities”TIGER Domain 4 “Professional Responsibilities”

Our Plan for Our Plan for Success…”Work Success…”Work

Backwards”Backwards”1. “Unpack” the standards and 1. “Unpack” the standards and look at the look at the verbsverbs..

2. Design your assessments to 2. Design your assessments to match those match those verbsverbs..

3. Then, design your 3. Then, design your “formative instruction” “formative instruction” around what you want to see around what you want to see them do. (them do. (the verb)the verb)

4. Teach responsively!4. Teach responsively!

Remember… Remember… FI is a “PROCESS” FI is a “PROCESS” that…that…•encourages the use of encourages the use of instructional strategies to instructional strategies to improve instructionimprove instruction

• encourages reflection and encourages reflection and self-assessment among self-assessment among studentsstudents

• is “Responsive Teaching”is “Responsive Teaching”• and will…and will…

““Show Me the Money!”Show Me the Money!”