Peer Evaluation in Progress

At INS XXV Olimpíada (Barcelona, Catalonia)

BIG IDEAS to keep in mind

• The education must be student-centered not teacher-centered

• We need to experiment new ways to work with students and with our colleagues

• Evaluation: the «acid test»

INSPIRING MENTORS FOR CHANGE: ROSER SALAVERT (FOR EXAMPLE)

« To improve the results of the students, we must put ourselves in the place of the students »

Former Schools Superintendent (2003-10), New York City Department of Education

“You do it”

RESPONSIBILITY OF THE STUDENT

RESPONSIBILITY OF THE TEACHER

Teaching theCurriculum

Learning by himself/herself

Pedagogy of Responsible Learning: the Old Flame

“I do it”

Reference: Fisher, D., & Frey, N. (2008). Roser Salavert, Ed.D. Fordham University, NY

Enfocar lliçóObjectius Curricular

RESPONSIBILITY OF THE TEACHER

RESPONSIBILITY OF THE STUDENT

Learning by himself/herself

Referència: Fisher, D., & Frey, N. (2008).

“I show it”To teach the Curriculum by

learning

Guided Instruction

“ I can make it alone”

“We practice ”

To show how to learn and support every student

Differentiated Support

“We do it together

”“I show it”

Roser Salavert, Ed.D. Fordham University, NY

Pedagogy of Responsible Learning: the coming Revolution

CFI: Quality Review Institute

Division of Accountability and Achievement ResourcesDivision of School Support

August-September 2009

What do we mean for formative evaluation?

1. Capacity of critical thinking about what we are doing in learning – both from teachers and students towards the improvement.

2. The decisions and actions we take continuously to reach some objectives.

3. A pedagogical strategy of feedback.

Roser Salavert, Ed.D. Fordham University, NY

Evidences of a culture focused

on learning The school revolves around the needs

of the students vs. the needs of the adults who work there.

People work with effort but go after impact vs. Talking about effort and nothing more.

The follow-up is part of a critical and systematic reflection towards the progress of all students vs. the absence of follow-up; systematic irregularities.Roser Salavert, Ed.D. Fordham University, NY

PBL AS A CATALYSTNot a technical issue but a new way of looking our role as professionals

Significant content

+Building teams

+Publicy

presented products by themselves

1. Peer evaluation among pupils

at Secondary Level

and RESEARCH STUDY AT BACCALAUREATE

2. Peer evaluation between pupils & teachers

Teachers work assessment in

- PBL Projects at Secundary Level in Progress

- Research projects at Baccalaureate to be finished soon (January 2017 after two years)

3. Opening the Wall to the Families: blog

+ Tools facilities + Examples of tasks &

achievements+ Documentary evidence of the work and progress of the students

Open source: not Moodle

Some Crucials Tools to start

Rubrics to self- and peer assessment among students but also between colleagues

E-Portfolios

Reframing the School: Challenges

1. Peer evaluation among Teachers

LOOKING FOR NEW TYPE OF TEACHING PROFESSIONALS

1. Commitment with the students, high expectatives

2. Mastery of subjects, tools and methodologies of learning

3. Good performance in guiding and monitoring the students progress

4. Systematic reflection about our teaching practice

5. Active participation in learning communities

2. A new core curriculum & evaluation framework

- PBL & peer evaluation are not addicional tools beside the official curriculum: they can’t be extra desserts but main courses

- A modern and student-centered school needs a larger local autonomy:

* to shape a new and more active curriculum (radically downsizing the standard core curriculum) ** to make the peer evaluation official in the educational planning (avoiding the danger of pedagogical chaos)

Structures & Systems

Culture of the High

School

Learn techniques & knowledge

The practices of success are the tools of cultural

change

© Richard F. Elmore Use by Permission only

Cultureshape

the work

3. THE STRATEGIC BID:CHANGING THE CULTURAL

FRAME OF THE SCHOOL

Roser Salavert, Ed.D. Fordham University, NY