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Hi, I'm John Hattie.  I hear Kazmierczak has been sharing my work with you.

"We should focus on the greatest source of variance that can make the difference - the teacher." -John Hattie

Mind Frame #4 - Teachers see assessments as feedback about their impact.

Effectiveness occurs when you become a master at adaptation and persist in finding ways to maximize learning.  Formative assessment data gives us valuable information about students' progress and is instrumental in shaping instruction.  You are the "change agent" that can mold student perception of "their potential." Success is achieved through the choices you make.  Use formative assessment as a measure to inform your decisions and as a reflection of your impact.

based on 10 Mindframes for Visable Learning:  Teaching for Success by John Hattie and Klaus Zierer

"One of the most powerful, high-leverage strategies for improving student learning availabe to schools is the creation of frequent, common, high-quality formative assessment by teachers who are working collaboratively to help a group of students develop agree-upon knowledge and skills.  (Fullan, Hargreaves & Fink)

We can not wait for assessment results to develop a plan of action to change the outcome of achievement.  This can only be accomplished through a structured look at student achievement through student work and daily assessments.  These assessments serve the purpose that others can not.  They measure daily learning and help to create target for you.  You have the power to influence achievement through the clear application of your learning intention and success criteria.  Your team can reflect and analyze on daily checks to create a "powerful synergy for learning."  

Dufour states in Learning by Doing:

"Common, team-developed formative assessments are such a powerful tool in school improvement, that, once again, that no team of teachers whou be allowed to opt out of creating them."

• What do your assessments look like?
• Do they directly measure the success criteria planned?
• What are your doing with the results?

Measuring student achievement is not enough you must develop an interal plan of action that seeks to change the outcome.  Assessments facilitate a systematic, collective response to students who are experiencing difficulty.  In the video below you can hear Emily coaching this pair on how to successfully navigate the workplace.  Her prompts, cues and questions do not do the thinking for the students, rather she helps them focus on the sucess criteria of using mutiple strategies to add two digit numbers with a sum less than 20.  You can develop a common understanding of proficiency and misconception when you have created a road map to guide students through a clear learning target implemented through a structure of gradual release.

Hattie recommends that teachers focus on three things: diagnose, intervent, and evaluate.
Don't hesitate or underestimate the power of feedback in your instructional plan!

Know thy impact!

PS
This week as we reflect on all that is going on please note the influence and positve affect you have on our culture and team. 

Alone we can do so little...Together we can do so much!

Reflection:
What is your plan as a team?  How will you make a difference in the achievement for all kids in your grade level?