What is it, specifically, that instructional leaders and teachers do to support and implement Collective Efficacy? In this interactive and engaging session, participants will learn how teacher and leadership efficacy can make a significant difference to student learning.
Collective Teacher Efficacy (CTE) represents the overall belief of a school and its teachers that they can positively affect students. Is it possible for teachers and leaders to have a more significant influence on student achievement when they combine their collective efforts? CTE is a construct that focuses on a shared belief by faculty that together they can improve the lives of the students they serve. It simply means that we can be effective, and when we are, it boosts our self and collective efficacy.
According to Professor John Hattie (Visible Learning), Collective Efficacy ranks number one out of 250 influences that impact student achievement and progress. With an overall effect size of 1.39, simply stated, student achievement improves when teachers and leaders work together to make each other better.
Join Steve for an unforgettable, inspirational session, and learn how to pursue higher levels of collective efficacy with greater focus, rigor and clarity.
Steve Ventura is the founder and president of Advanced Collaborative Solutions (ACS), an education community movement that challenges and inspires students and educators to work collaboratively to develop innovative solutions to teaching, learning, and leadership. Since its inception, Steve has been working towards a future in which every child – regardless of race or socioeconomic status – has access to highly effective teachers and leaders who have received exceptional professional development.
Steve is a highly motivational and knowledgeable speaker who approaches high stakes professional development and decision making armed with practical, research-based strategies. He is a former elementary, middle, and high school teacher. His administrative experiences encompass those of assistant principal, principal, director, and superintendent.
In addition to his professional development work with teachers and administrators, Steve is also a frequent speaker at state and national conferences and has contributed to several books focused on teaching, learning, and leadership. Titles include Standards and Assessment: The Core of Quality Instruction (2011) and Engaged Instruction: Thriving Classrooms in the Age of the Common Core (2015). His newest publication, Discovering Achievement Teams-The Key to Effective Collaboration, will be available in the Fall of 2020.
Through his own reality-based experiences, Steve has inspired teachers and leaders across the nation to pursue higher levels of implementation with greater focus, rigor, and clarity. He has a strong moral aspect, intelligence, easy way with people, and a saving sense of humor that support him in his life and work.
“What’s my grade? What’s it worth? Is there extra credit? Is this for a mark?” It’s time to shift the conversation.
In this interactive workshop, learn the ways classroom teachers and administrators can adjust current practices to be a more inclusive, student-centered experience. With reflection, self-assessment, and feedback, the conversation in the classroom can change to be one that is more than a grade on a piece of paper, but rather one that is about growth.
Shifting the Assessment Mindset
Participants will explore their beliefs and values around assessment. By reviewing current practices, participants will shift their practice to a more inclusive, student-centered experience. This part of the workshop will also address stakeholder buy-in and a basic understanding of formative assessment through project-based learning. This also includes other assessment peripheries like extra credit, late work, homework and other compliance measures that don’t aid in assessment for learning.
Rebrand Assignments as Learning Experiences
Rather than just make an assignment to have a grade to put in the grade book, each learning experience should provide multiple pathways to learning where student voice and choice are highlighted in the experience of learning. Participants will take assignments they currently use and rebrand them into deeper, more memorable learning experiences that will target very specific learning outcomes.
At the heart of learning is reflection, the metacognitive process that allows us to dig deeper into the understanding of what we know and can do and what we continue to need practice with. Teaching students to be reflective in their practice will go a long way to helping classroom teachers be more effective in their instructional practices. In this portion, participants will learn what excellent standards-based reflection looks like and how to help students enrich their meta-cognitive practices. Educators will learn to scaffold the process and learn to embed reflection for better student learning and teacher feedback.
Teach Students to Self-Assess
Grading is the most laborious part of being an educator and too often we get it wrong. If we can engage students in a meaningful way in the process, think about how much more useful our communication of learning can be. In this portion of the day, participants will learn how to bring students into the assessment process. We will talk about co-creation of rubrics and success criteria and how to get students to look more objectively at their own learning on a mastery scale.
Defending learning with Student-led Portfolio Conferences
Report cards are but a snapshot and by the time parents see them, they are usually obsolete. Portfolios is a far more productive and meaningful way for students to express their growth as learners and for schools to communicate progress. In this workshop, we will discuss the steps to building successful portfolios: collection, selection, reflection, and connection. First participants will learn to teach students what to collect and why, how to select their examples of learning, how to write reflectively about growth and then connect the learning across contents.
About the Presenter
Starr Sackstein has been an educator since the early 2000s and is currently an educational consultant with the Core Collaborative, working with teams on assessment reform and bringing student voice to the front of all classroom learning.
In her last position, Sackstein worked as the Director of Humanities (Business, English, Library, Reading, Social Studies and World Languages) in West Hempstead, New York. Starr received national board certification in 2012 and was recognized as an outstanding educator that year by Education Update. She is also a Certified Masters Journalism Educator through the Journalism Education Association (JEA) and served as the New York State director for JEA. In 2016 she was named an ASCD Emerging Leader and had the opportunity to give a TEDx Talk called A Recovering Perfectionist’s Journey to Give Up Grades.
She is the author of Teaching Mythology Exposed: Helping Teachers Create Visionary Classroom Perspective, Blogging for Educators, Teaching Students to Self-Assess: How Do I Help Students Grow as Learners?, The Power of Questioning: Opening Up the World of Student Inquiry, Hacking Assessment: 10 Ways to Go Gradeless in a Traditional Grades School and Hacking Homework: 10 Strategies That Inspire Learning Outside of the Classroom co-written with Connie Hamilton. Starr has published Peer Feedback in the Classroom: Empower Students to be the Experts with the Association for Supervision and Curriculum Development (ASCD). Sackstein has published From Teacher to Leader: Finding Your Way as a First-Time Leader without Losing Your Mind in 2019 (DBC). In 2020, Sackstein co-authored Hacking Learning Centers in Grades 6-12: Teaching Choice and Providing Small Group Learning Opportunities in Content Rich Classes with Karen Terwilliger. Sackstein has also contributed to compilation works in 2017 and 2018: Education Write Now edited by Jeff Zoul and Joe Mazza and “What Educators Do Differently” with Routledge. Her most recent contribution is in Ungrading: Foundations, Models, Practices, Reflections which is currently in press for release with the West Virginia University Press in 2020.
She blogged on Education Week Teacher at “Work in Progress” where she discussed all aspects of being a teacher and education reform for five years ending in 2019. She has made the Bammy Awards finals for Secondary High School Educator in 2014 and for blogging in 2015.
In recent years, Sackstein has spoken internationally in Canada, Dubai and South Korea on a variety of topics from assessment reform to technology-enhanced language instruction.
Starr can be reached at firstname.lastname@example.org or via Twitter at @MsSackstein. She can also be found at MsSackstein.com.
Registration Fee: $195 for NHASCD Members; $245 for non-members
Schools across New Hampshire have created a vision for their students. Each district’s set of competencies and “portrait of a graduate” describes the skills, knowledge and habits that we want each student to achieve. But how do we help each student to meet that vision – while recognizing who they are as individuals?
Our workshop will focus on strategies to help you both personalize learning and meet the competencies. During this day-long session, we’ll have sessions on:
- Personalizing Assessment. How can we personalize assessments to allow student “voice and choice” while still obtaining the assessment evidence we need? We’ll discuss a set of strategies, including digital badges and portfolios, project-based learning and task development that can let individual student achievement shine through. You will see how these strategies build on the assessments you already have in place.
- Personalization in the Classroom. How can we manage personalization without going crazy? Stemming from the assessment techniques, we’ll discuss classroom practices that focus on competencies but also allow students to show their personal growth. In particular, we’ll look at “deep and joyful” techniques for student collaboration, fostering independence (self-management) and engaging students in social and emotional growth.
- Demonstrations of the Whole Child. Part of our session will include conversations with school teams that are putting these ideas into action. You’ll hear from multiple schools that will describe what personalization means to them, and see how students fulfill the portrait of a graduate in their own way.
Please join us!
ABOUT THE PRESENTERS
David Niguidula, Ed.D., has worked on issues of educational technology and school change for over three decades. He is the founder of Ideas Consulting, an edtech firm based in Providence, RI and the developer of the Richer Picture® platform. David has worked with schools around the world to successfully implement of digital badges and portfolios, to support initiatives including Extended Learning Opportunities, Individual Learning Plans, and Competency-Based Learning. His latest book, Demonstrating Student Mastery with Digital Badges and Portfolios, was published in 2019 by ASCD.
Lori McEwen. Ph.D., is a change agent committed to the belief that all students can learn deeply and joyfully. Lori has served educators, students and families as a leader in urban, suburban and charter environments and as a teacher, researcher and consultant. Prior to her current consulting work, she was Assistant Superintendent for the North Attleborough (MA) Public Schools, Chief of Instruction, Leadership and equity for the Providence (RI) Public Schools and Assistant Principal in Portsmouth, RI and Derry, NH. Some of her proudest achievements include providing leadership, vision and strategic direction for meaningful change–including the creation of personalized, mastery-focused high schools.
Registration Fees: $195.00 for NHASCD Members; $245 for non-members