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SCHOOL ORGANIZATION AND MANAGEMENT, LEARNING COMMUNITIES IN ENGLISH TEACHING AND LEARNING Unidad 1 Community Development Tema 1 Basic terms for understanding community development MSc. L...

SCHOOL ORGANIZATION AND MANAGEMENT, LEARNING COMMUNITIES IN ENGLISH TEACHING AND LEARNING Unidad 1 Community Development Tema 1 Basic terms for understanding community development MSc. Lisseth Cabanilla García  Objective To identify basic roles and principles of community development by means of reading articles in order to be aware of the importance of community in school organization.  Introduction Education is frequently seen as one of the most important aspects of a plan for community development. As a standard practice, the rate of educational attainment is evaluated as an economic indicator to see how successfully redevelopment initiatives are being carried out. The vast majority of thinkers believe that educational progress and community development go hand in hand and are closely intertwined. Subtemas SUBTEMA: 1.- Introduction to community development SUBTEMA: 2.- Basic principles of community development Esta foto de Autor desconocido está bajo licencia CC BY Warm-up activity: Show your previous knowledge. What is a community? Warm up : Watch a video about community development What does development mean? What is community development? https://youtu.be/EdNlogJ3GdA SUBTEMA: 1.- Introduction to community development Community development is a process that is intended to equip the people living in a specific geographical area with the information, capabilities, and inspiration necessary to enhance both their immediate environment and their economic circumstances. SUBTEMA: 1.- Introduction to community development SUBTEMA: 1.- Introduction to community development The guiding principle of community development activities encompasses a wide range of specialized fields, including education, job training, housing, and child care services, amongst others. Education Job training Housing & chilcare services SUBTEMA: 1.- Introduction to community development A healthy educational system is one of the important components that contribute to the successful growth of a community. Constructive change: Skills and knowledge to face challenges Community development Capitalize on Development of economic leadership posibilities qualities How schools are a community within a community? “If schools are to be inclusive, every school should be central to its local community. Managers and practitioners have a responsibility to understand that their school has to become a community within a community. Members of the school will be members of their local community reflecting its beliefs and values, conveyed through the action, behaviour and attitudes of the pupils, teaching and non-teaching staff, parents, governors…” https://us.sagepub.com/sites/default/files/upm-assets/9835_book_item_9835.pdf Who are part of the educational community? What does the local law mention? https://educacion.gob.ec/wp-content/uploads/downloads/2017/05/TODOS-CONFORMAMOS-LA-COMUNIDAD-EDUCATIVA.pdf https://educacion.gob.ec/wp-content/uploads/downloads/2021/05/Ley-Organica-Reformatoria-a-la-Ley-Organica-de-Educacion-Intercultural-Registro-Oficial.pdf Recap Activity: CLOSURE: In pairs, discuss and write in a Google Document: ❑ Your own definition of community and community development. ❑ The relationship between school and the community ❑ How schools can contribute to community development Read this info: https://blog.teachmint.com/role-of-schools-in-community-development/ 13 SUBTEMA: 2.- Basic principles of community development Empowerment Character and appearance The ones that are given here Inclusion and are the most important diversity principles that serve the most Planning and important purpose, however preparation there may be others, more Colaboration and minor principles that come participation into play whenever the process is carried out. SUBTEMA: 2.- Basic principles of community development Empowerment This is a crucial tenet of the process of community development, and it is frequently the impetus behind things getting started in the first place. People need to have a purpose to wish to make things better in their community for themselves and for others; it cannot just be a component of their social or civic obligation. Those who recognize that something is lacking or absent in their surroundings, regardless of the extent to which they are personally affected by the issue, will frequently feel empowered to take action to address the problem. SUBTEMA: 2.- Basic principles of community development Character and Appearance A community will either have a favorable or unfavorable association attached to it based on what people perceive about it, and this can have an effect on things such as how residents and members view or care about the community, the resources that are available, and what influences those resources to be there in the first place. Resources, such as new businesses, are not going to spontaneously become available in communities that have a weak sense of character since there is a possibility that these enterprises will not be able to maintain themselves for a long enough period of time to have an effect. SUBTEMA: 2.- Basic principles of community development Diversity and inclusion The phrase "diversity" usually refers to the characteristics that are present in a group, such as gender, race, socioeconomic class, religious beliefs, political viewpoints, and so on. When looking at inclusion from a social or community-based perspective, the best way to define it is as the efforts taken to ensure that everyone is valued equally and has access to resources on an equal amount. It doesn't make a lot of sense if those improvements only benefit certain people while putting others at a great disadvantage in the process, as that would defeat the purpose of one of the primary goals behind community development, which is to make improvements for those who live within the community. SUBTEMA: 2.- Basic principles of community development Planning and preparation The people who are responsible for initiating community development need to have the ability to examine both what they want to achieve and how they want to go about doing it. It is not an easy task to implement widespread changes; therefore, careful consideration and preparation are required to ensure that all needs are being addressed and that there are valid reasons behind the actions that are being taken. Before going on to the next level, things should be planned out so that community members can have time to adjust to the new circumstances and have opportunity to provide input to those who are driving the changes. SUBTEMA: 2.- Basic principles of community development Collaboration and participation As its name suggests, community development is not really something that can be done on an individual level or by a single person. Rather, it is something that is done by multiple people working together. The contacts that take place as a result of collaborative efforts to foster community development can strengthen the abilities of community leaders, allowing them to better steer the community through the development process. SUBTEMA: 2.- Basic principles of community development Awareness It is difficult to take steps to enhance anything if you are not aware that the something in question needs to be improved in the first place. The problem (or problems) may not even be first recognized as serious until there is an impact that is big enough on the community as a whole. Awareness during the process of community development has the potential to do more than just detect problems; it also has the potential to monitor the progression of the process and the improvements that are put into place.  SUBTEMA: 2.- Basic principles of community development Transparency and trust It is impossible for anything to function properly in a society of any kind unless there is at least some degree of trust and openness among the people involved. As individuals adjust to their new surroundings, you should anticipate some opposition from them, even if the changes will be to their advantage. Esta foto de Autor desconocido está bajo licencia CC BY-NC During the process, people who are in positions of leadership and decision making will need to be open in their actions; else, they risk losing the trust of those around them. Recap Activity: CLOSURE: In groups, read the Basic principles of community development. Then, discuss and answer the following questions: 1. How can districts support school community development? 2. How can teachers and school administrators apply the principles of community development in their schools? 3. How can teachers be empowered? 4. How to promote diversity and inclusion in the school community? Complete the Forum. Then, explain your answers to the class. It is required the participation of one student per group. Subtemas SUBTEMA: 3.- The process of community development SUBTEMA: 4.- Role of teachers in community development, family Esta foto de Autor desconocido está bajo licencia CC BY  Objective To identify the role of teachers in the development of an educational community, family and school by analyzing different sources of information in order to know how to build positive relationships and promote social cohesion. Warm-up activity: Show your previous knowledge. How can people contribute in the Process of Community Development? SUBTEMA: 3.- The process of community development A. The community develops a high sense of The process that communities go awareness and identifies the issues it faces. through to build projects is the most B. The problems are broken down into important aspect of community categories and prioritized by the community. development, then what exactly is that C. The community identifies potential process? solutions to their concerns and ranks their importance. In its most basic form, the process of community formation can be broken D. The community is responsible for developing and carrying out their strategy. down into five stages: E. The community continues to monitor, assess, and celebrate its progress before moving on to their next challenge. (Weindling, 1989) SUBTEMA: 3.- The process of community development A. The community develops a high sense of awareness and identifies the issues it faces. In this first phase, one of our primary objectives is to encourage members of the community to speak up about the problems they are experiencing. To this end, we have developed a number of resources, including the following: 3. The progression of 1. Community 2. Inquiry Based on time and events mapping. Appreciation. throughout history. SUBTEMA: 3.- The process of community development B. The problems are broken down into categories and prioritized by the community. Problems can vary greatly from one another. Some are larger in scope. Some are more peculiar to a certain subset of the population. Calendaring. There are some issues that warrant greater Analysis of the Problem Tree attention and concern than others. or Its Causes and Effects How can a community determine which issues are the most pressing or even the most dangerous to the community? Labor Mapping Where do they even begin to address these issues? SUBTEMA: 3.- The process of community development C. The community identifies potential solutions to their concerns and ranks their importance. Mapping resources or using Venn diagrams are two options The underpinnings of the issue at hand. SUBTEMA: 3.- The process of community development D. The community is responsible for developing and carrying out these strategies: 1. The development of a straightforward plan of action At this point in the process, the community answers the questions that follow in regard to the activities that need to be carried out in order to remedy the problem that it has recognized. 2. The Difference Between Formal and Informal Agreements At this juncture, having agreements between the members of the community and the partners who are assisting them in carrying out their objectives is undoubtedly going to be beneficial. 3. The publishing and/or reading in public of the requirements and the plan to complete their assignment. Leaders discovered that it is beneficial for the community as a whole to somehow make their objectives and intentions known to the greater community. SUBTEMA: 3.- The process of community development E. The community continues to monitor, assess, and celebrate its progress before moving on to their next challenge. They determine who will serve on the oversight committee or appoint that individual. They maintain regularly planned gatherings to discuss the community's progress. Analysis of Goals and Progress (or GAP). SUBTEMA: 3.- The process of community development A GAP analysis consists of three questions... What actions ought to have been taken? What steps have been taken in reality? What steps can we take right now to narrow the "gap" that exists between where we are and where we hope to be in the future? https://youtu.be/6y03qoPMp4Y Is this process applicable within educational institutions? Why? Why not? If yes, how? Recap Activity: CLOSURE: In groups, read The process of community development and create a Process flow diagrams Recommended page: https://www.canva.com/graphs/process-flow/ Then, share it with the class and explain it. Warm-up activity: Show your previous knowledge. How Do Teachers Change Lives? How can Teachers contribute in community development? https://www.youtube.com/watch?v=omf9mPTHP9M SUBTEMA: 4.- Role of teachers in community development, family, school Because of the knowledge they They try to improve gained in school, teachers and the quality of life for groups that are particularly educators are not only better susceptible able to analyze their surroundings, but they are also more aware of their legal entitlements. These are some reasons why an educator’s labor plays a crucial They contribute to a decrease in criminal role for community and family activity and school development: (Mortimore, P. and MacBeath, J., 2003). Reflect: How does education contribute to community development? https://www.teacherph.com/education-community-development/ How can English Teachers contribute in community development? Which are the common characteristics of an effective English language teacher? https://files.eric.ed.gov/fulltext/ED574883.pdf https://educacion.gob.ec/wp-content/uploads/downloads/2017/02/ESTANDARES -DE-INGLES.pdf CONCLUSIONS Community development is a strategy to change that is transformational and focuses on establishing entrenched competencies rather than simply providing people with handouts. The guiding principle of community development activities encompasses a wide range of specialized fields, including education, job training, housing, and child care services, amongst others.  Bibliography ∙ Mortimore, P. and MacBeath, J. (2003) School Effectiveness and Improvement. ∙ Stoll, L. and Myers, K. (eds) (1997) No Quick Fixes: Perspectives on Schools in Difficulty, Routledge Falmer. ∙ Taylor, J. (1984) Bridging the gap: a county council’s approach to the management development of head teachers, BAClE Journal, March/April, p. 67. ∙ Taylor, M. (1992) Coverdale on Management (2nd edn), Butterworth-Heinemann, Oxford. ∙ Weindling, D. (1989) The process of school improvement, School Organization, Vol. 9, no. 1, pp. 53–4. ∙ West-Burnham, J. (1977) Managing Quality in Schools, Falmer Press, London. ∙ Whalley, M. (2004) Management in Early Childhood Settings, Sage, London. ∙ Woods, D. and Orlick, S. (1994) School Review and Inspection, Kogan Page, London  SCHOOL ORGANIZATION AND MANAGEMENT, LEARNING COMMUNITIES IN ENGLISH TEACHING AND LEARNING Unidad 1 Community Development Tema 2 Empower everyone MSc. Lisseth Cabanilla García Subtemas: 1 Institutional Development and leadership 2 Implications for professional development 3 Create and communicate a vision 4 What power is / What power isn’t  Objective To recognize the principles of institutional and professional development in schools through a group discussion in order to become good educational leaders.  Introducción Successful transformation requires empowering stakeholders. Collaboration empowers teachers to adjust plans. Teams can complete loose tasks as they like, but must meet leadership criteria for tight jobs. Teacher teams must know what their school or district leadership team will stand for. Learn more about Professional Learning Communities (PLC) https://youtu.be/r--tAcsrI48 Subtema 1: Institutional Development and Leadership How do we know when a change is an improvement? DuFour, R (2004). What Is a “Professional Learning Community?.” Educational Leadership, 5-6. Subtema 1: Institutional Development and Leadership The Supporting Teacher Effectiveness Project (STEP) framework guides educators in identifying the bright spots—assets—that can be leveraged and scaled toward greater improvement and replication. The STEP initiative aims to: Understand and promote methods for improving effectiveness in teaching. Provide innovative ways to build teacher capacity and leadership ability. Build teacher and Coach measurement capacity to evaluate instructional practices. Identify effective practices and learn from the teachers who implement them. Encourage continual learning and improvement for LEARN MORE ABOUT THE “STEP” MODEL all teachers. https://www.insighteducationgroup.com/p lc-supporting-teacher-effectiveness-project Subtema 1: Institutional Development and Leadership Check out this video to hear from educators using the STEP model. https://youtu.be/AU4b3sfZe-g  Subtema 1: Institutional Development and Leadership Source: insighteducationgroup.com TOPIC EXPANSION: Leading for change – A guide to instructional leadership https://f.hubspotusercontent20.net/hubfs/258326/Leading%20for%20Change%203.4.22.pdf?__hstc=11491819.72958bb6e9772add7cbbb19ab 05b555a.1669573043958.1669573043 958.1669573043958.1&__hssc=11491819.6.1669573043959&__hsfp=20683565&hsCtaTracking=ba3a88f9-e4b2-48ec-90b1-b6661058e422%7C4de14acc-3f84-422b-8064- f68a7e45e0f5 Subtema 2: Implications for professional development The challenge with school improvement and turnaround efforts Despite best efforts, the majority of initiatives in schools today fail—70% on average—and don't result in the intended outcomes. What's the main reason? Execution. Unfortunately, good intentions are not enough when it comes to driving and sustaining growth. TOPIC EXPANSION: Teacher experience – What does the research say? https://tntp.org/assets/documents/TNTP_FactSheet_TeacherExperience_2012.pdf Subtema 2: Implications for professional development 2. BOOT CAMP FOR INSTRUCTIONAL 3. ASSET-BASED LEADERSHIP TEAMS: QUALITY SCHOOL 1. TEACHER RECRUITMENT AND Through a professional REVIEW: RETENTION: development training, school Deep, impartial leaders—including principals, Schools experience increased assistant principals, coaches, assessments of district success when they find and and teacher leaders—learn and school performance retain those teachers their how to launch an instructional trigger measurable, students desperately need. leadership team in order to successfully devise, launch, and impactful, and execute on school sustainable change. improvement goals. Specific ways to support schools and districts Subtema 2: Implications for professional development 1. Recruitment and Retention With an accelerating teacher shortage and increased opportunities for educators to leave the field, systematic recruiting processes have never been more critical to ensuring all schools and classrooms are filled with highly-effective educators. https://sga.unemi.edu.ec/media/archivomateria/2022/11/27/a rchivomaterial_20221127144413.pdf Source: insighteducationgroup.com Subtema 2: Implications for professional development 2. Boot Camp for Instructional Leadership Teams Instructional Leadership Teams (ILTs) can be one of the greatest levers to improving student achievement. Through a professional development boot camp, school leaders—including principals, assistant principals, coaches, and teacher leaders—learn how to launch an instructional leadership team in order to successfully devise, launch, and execute on school improvement goals. Source: insighteducationgroup.com Subtema 2: Implications for professional development 3. Asset-Based Quality Collect evidence through focused interviews, observations, and document analyses District & School Reviews Identify existing strengths (assets) and areas of The process of teaming with opportunity school leaders and educators to Generate practical reports based on conduct a root-cause analysis triangulated data that inform systematic and translate evidence directly improvement efforts into action. It implies working Facilitate targeted technical assistance sessions with school leaders at every that help educators understand findings and how to act upon them to achieve real results step of the process to: Build structures to set and achieve ambitious short- and long-term goals  Subtemas: 3 Create and communicate a vision 4 What power is / What power isn’t  Objective To identify the vision of a school organization and define what power is through the analysis of simple examples to grasp the qualities of effective educational leadership. Subtema 3: Create and communicate a vision Subtema 3: Create and communicate a vision How to create your instructional vision Before implementing a school-wide instructional improvement initiative, it is important to begin by developing an action plan. This will help focus and set in place an infrastructure for your instructional leadership. This will also allow you to assess where your school is and choose actions and initiatives that support the vision of the school. Keep in mind however, this is a very fluid process and adjustments may need to be made along the way. Subtema 3: Create and communicate a vision The instructional vision sets the stage/foundation for the rest of the work the school engages in. This vision must be clear to everyone responsible for instructional practices at the school. What is the instructional vision at the school? How was the instructional vision developed? What will the vision look like when it is achieved? Does the staff understand the vision? Are they committed to moving toward this vision? Does the instructional leader feel comfortable articulating this vision? Do the instructional leader’s words and actions support the vision? https://youtu.be/51S2y42Iiqs Subtema 3: Create and communicate a vision Visioning can help to generate a common instructional goal and give your team an ideal to move toward. The final product is three posters that reflect your group’s collective aspirations when it comes to effective instruction. This document can be posted in a common meeting area – to be used and referenced through the course of the school year. Source - Leading For Change: A Practical Guide to Instructional Leadership Subtema 3: Create and communicate a vision How to communicate your vision The instructional As the instructional The instructional leader must have a The vision should be leader, you are the leader who takes clear grasp of the focused on “keeper of the vision” advantage of the instructional vision. instructional practices and it is your charge to opportunity to The leader must have a and outcomes. maintain a laser- like collaboratively develop high degree of clarity Without this level of focus – and ensure the vision with here as a prerequisite specificity, vision your team does as well teachers has a greater to teachers having statements can – on the vision. Your likelihood of having a both a clear become grandiose words and your team committed to the understanding and declarations that lack practice should realization of that commitment to the focus. constantly relate to vision. vision. that vision. Subtema 3: Create and communicate a vision How to communicate your vision Suggestions: Create Begin the Engage your Display the interview look team on the Create a Ask grade first meeting fors and instructional Start faculty Have your story/narrative levels/departm of the school vision in a questions that vision. Ask for Communicate meetings and staff generate of a student would ensure ents to identify year by prominent candidates are feedback (e.g. the vision on professional activities to who has been one strategy place (e.g. How well are we an ongoing development communicate in classrooms presenting/r aligned to the sessions with a aligned to the each week to fulfilling our basis. Make it a the evisiting the on a vision (e.g. What ensure does this instructional part of your check-in instructional vision. Make instructional engagement banner in statement vision? What are words and around the vision to this narrative with the vision (e.g. the strengths of your actions. instructional students and part of the the school communicate to our vision? What vision. instructional via you? Why are parents. “lore” of your PowerPoint). entryway). you interested in are some ways school. vision. to improve it?). working here?). Source - Leading For Change: A Practical Guide to Instructional Leadership Subtema 4: What power is / What power isn’t Power Standards: What are they? What do we do with them? https://youtu.be/vrz5ndI4pvk Subtema 4: What power is / What power isn’t The powering process provides the opportunity for teams to collaboratively look at the big picture of the standards, discuss their importance, and reach agreement about which of them will be taught in greater depth. Building this clarity about which standards are the highest priority ensures that everyone on the team is teaching to achieve the same outcome. Subtema 4: What power is / What power isn’t What happens when teams don’t have these collaborative conversations and haven’t made collective decisions about what’s important? Here’s the reality: We know that individual teachers simply possessing the list of standards without a collaborative conversation will result in individual decisions about what is important, and as a result, will be preparing their students differently when compared to other teachers at their same grade level or course. (Schmoker & Marzano, 1999) Becoming a reflective teacher  Bibliography Blase, Joseph, and Jo Blase. “Effective Instructional Leadership: Teachers’ Perspectives on How Principals Promote Teaching and Learning in Schools.” Journal of Educational Administration 38, 2 (2000): 130-41. EJ 606 422. DuFour, Richard. The Learning-Centered Principal.” Educational Leadership 59, 8 (May 2002): 12- 15. DuFour, R. (2004). “Leading Edge: Culture Shift Doesn’t Happen Overnight – or Without Conflict.” JSD, Vol. 25, No. 4 www.nsdc.org Fink, Elaine, and Lauren B. Resnick. “Developing Principals as Instructional Leaders” Phi Delta Kappan 82 (2) (2001): 598- 606. National Association of Elementary School Principals. Leading Learning Communities: Standards for What Principals Should Know and Be Able to Do. Alexandria, Virginia: Author, 2001. 105 pages. ED 459 518.  N1 S4 ❑ Estrategias vinculación comunidad - escuela APE 1 ❑ Appendix A. List of resources N2 S7 ❑ Appendix D. Micro curricular planning ❑ Carta de aceptación N3 S12 ❑ Appendix C. Proposal for Educational Innovation ❑ Appendix E. Attendance Roll APE 2 ❑ Appendix B. Extracurricular activities N4 S15 ❑ Final report and PROYECTO INTEGRADOR DE SABERES (PIS) ❑ Carta de aprobación  SCHOOL ORGANIZATION AND MANAGEMENT, LEARNING COMMUNITIES IN ENGLISH TEACHING AND LEARNING Unidad 1 Community Development Tema 2 Empower everyone MSc. Lisseth Cabanilla García Subtemas: 1 Institutional Development and leadership 2 Implications for professional development  Objective To recognize the principles of institutional and professional development in schools through a group discussion in order to become good educational leaders.  Introducción Successful transformation requires empowering stakeholders. Collaboration empowers teachers to adjust plans. Teams can complete loose tasks as they like, but must meet leadership criteria for tight jobs. Teacher teams must know what their school or district leadership team will stand for. Warm-up activity: Show your previous knowledge. How to promote school improvement? What can School administrators do? What about teachers? Learn more about Professional Learning Communities (PLC) https://youtu.be/r--tAcsrI48 Subtema 1: Institutional Development and Leadership How do we know when a change is an improvement? DuFour, R (2004). What Is a “Professional Learning Community?.” Educational Leadership, 5-6. Subtema 1: Institutional Development and Leadership The Supporting Teacher Effectiveness Project (STEP) framework guides educators in identifying the bright spots—assets—that can be leveraged and scaled toward greater improvement and replication. The STEP initiative aims to: Understand and promote methods for improving effectiveness in teaching. Provide innovative ways to build teacher capacity and leadership ability. Build teacher and Coach measurement capacity to evaluate instructional practices. Identify effective practices and learn from the teachers who implement them. LEARN MORE ABOUT THE “STEP” MODEL Encourage continual learning and improvement for https://www.insighteducationgroup.com/ all teachers. plc-supporting-teacher-effectiveness- project Subtema 1: Institutional Development and Leadership Check out this video to hear from educators using the STEP model. https://youtu.be/AU4b3sfZe-g  Subtema 1: Institutional Development and Leadership Source: insighteducationgroup.com TOPIC EXPANSION: Leading for change – A guide to instructional leadership https://f.hubspotusercontent20.net/hubfs/258326/Leading%20for%20Change%203.4.22.pdf?__hstc=11491819.72958bb6e9772add7cbbb19ab 05b555a.1669573043958.1669573043 958.1669573043958.1&__hssc=11491819.6.1669573043959&__hsfp=20683565&hsCtaTracking=ba3a88f9-e4b2-48ec-90b1-b6661058e422%7C4de14acc-3f84-422b-8064- f68a7e45e0f5 Subtema 1: Institutional Development and Leadership “A way of strengthening the overall functionality of schools and improving the mechanisms for delivering education in the classroom as well as the broader school environment.” https://www.igi-global.com/dictionary/universal-design-for- learning/118433#:~:text=A%20way%20of%20strengthening%20the,as%20the%20broader%20school%20environment. “School improvement, encompasses a deep understanding of our schools, to enable us to raise standards, by implementing carefully considered strategies in order to improve pupil outcomes and personal development.” https://stgregorythegreatacademytrust.org.uk/about-us/school-improvement/ Subtema 1: Institutional Development and Leadership What is the Continuous Improvement Process? Schools and districts are called upon to engage in continuous improvement work to improve outcomes for students. A continuous improvement process is the process by which districts and schools: Determine what is working and what needs to change; Establish a process to engage stakeholders to effect change; Leverage effective practices to implement a plan; Use data to monitor and make timely adjustments to improve outcomes. The continuous improvement process results in the development of an ambitious, priority-driven action plan where routine collaboration and decision-making among leaders is reflected throughout implementation. https://www.edb.gov.hk/en/sch-admin/sch-quality-assurance/sse/sse.html Improvement Plan https://educacion.gob.ec/wp-content/uploads/downloads/2023/04/Colmena-modulos-integrados.pdf Read pages 66-71 and share the most important facts you found. Then answer the questions: https://docs.google.com/document/d/1_x9stNA5Vj27flCraanFbYKoIAAtstfY/edit?usp=sharing&ouid=11069035 5601233269566&rtpof=true&sd=true Improvement Plan https://educacion.gob.ec/wp-content/uploads/downloads/2023/04/Colmena-modulos-integrados.pdf  A school development plan (SDP) provides the basis for school improvement and should reflect the school’s philosophy and vision. It lists the priorities and actions for a specific period of time. The SDP drives the school self-evaluate and demonstrates to the community that the school is working to achieve the best possible outcomes for its students. Discuss and answer: - What is the Ecuadorian school management model? p. 6-8 - Which are the school management tools proposed by the MinEduc? p. 12-13 - How to design the improvement plan according to the national policies? p. 66 - What is the purpose of a school development plan (SDP)? https://educacion.gob.ec/wp-content/uploads/downloads/2023/04/Colmena- modulos-integrados.pdf Warm-up activity: What are the characteristics of good educational leaders? https://www.youtube.com/watch?v=abeekuAmgWg Subtema 2: Implications for professional development The challenge with school improvement and turnaround efforts Despite best efforts, the majority of initiatives in schools today fail—70% on average—and don't result in the intended outcomes. What's the main reason? Execution. Unfortunately, good intentions are not enough when it comes to driving and sustaining growth. TOPIC EXPANSION: Teacher experience – What does the research say? https://tntp.org/assets/documents/TNTP_FactSheet_TeacherExperience_2012.pdf Subtema 2: Implications for professional development 2. BOOT CAMP FOR 3. ASSET-BASED INSTRUCTIONAL QUALITY SCHOOL 1. TEACHER RECRUITMENT LEADERSHIP TEAMS: REVIEW: AND RETENTION: Through a professional development training, school leaders—including Deep, impartial Schools experience increased principals, assistant principals, assessments of district success when they find and retain coaches, and teacher leaders—learn those teachers their students how to launch an instructional and school performance desperately need. leadership team in order to trigger measurable, successfully devise, launch, and execute on school improvement impactful, and goals. sustainable change. Specific ways to support schools and districts Subtema 2: Implications for professional development To examine these issues, TALIS adopts a broad definition of professional development among teachers: “Professional development is defined as activities that develop an individual’s skills, knowledge, expertise and other characteristics as a teacher.” (OECD, 2019) Subtema 2: Implications for professional development The development of teachers beyond their initial training can serve a number of objectives (OECD, 1998), including: to update individuals’ knowledge of a subject in light of recent advances in the area; to update individuals’ skills, attitudes and approaches in light of the development of new teaching techniques and objectives, new circumstances and new educational research; to enable individuals to apply changes made to curricula or other aspects of teaching practice; to enable schools to develop and apply new strategies concerning the curriculum and other aspects of teaching practice; to exchange information and expertise among teachers and others, e.g. academics, industrialists; and to help weaker teachers become more effective. Subtema 2: Implications for professional development What type of professional development activities do you know or have you ever participated in? Subtema 2: Implications for professional development Subtema 2: Implications for professional development What is your professional development plan as a future English teacher? What are your goals and desires? The fifth domain embodies the matter regarding “Professionalism and Ethical commitment” to keep teachers current with new instructional techniques, research results, and advances in the English teaching field for professional development Recap Activity: CLOSURE: In groups, read Education Brief: Teacher professional development. Then, discuss and answer the following questions: 1. What is teacher professional development (PD)? 2. Why is teacher PD important? What are its benefits? 3. What are some of the misconceptions or barriers of teacher PD? 4. How can districts and schools administrators support PD? 5. How can teachers engage in PD? Then, share it with the class and explain it. https://www.cambridgeinternational.org/Images/621009-teacher-professional-development-facsheet.pdf  Subtemas: 3 Create and communicate a vision 4 What power is / What power isn’t  Objective To identify the vision of a school organization and define what power is through the analysis of simple examples to grasp the qualities of effective educational leadership. Subtema 3: Create and communicate a vision Subtema 3: Create and communicate a vision Analyze the following examples, then answer the questions: 1. https://www.citykidz.co.za/about-us/school-identity/vision-mission 2. https://www.oldfieldprimary.com/page/?title=Vision+statement&pid=11 3. https://www.floreyps.act.edu.au/our_school/vision_and_mission_statement 4. https://www.uevigotsky.edu.ec/mision-y-vision/ 5. https://www.lamoderna.edu.ec/mision-y-vision/ 6. https://www.lamoderna.edu.ec/mision-y-vision/ Then answer these questions: ❏ What is a school vision? ❏ who creates the school vision? ❏ How are these visions similar? How are they different? ❏ Why is school vision important? ❏ How to communicate the school vision? Subtema 3: Create and communicate a vision What is a school vision? A school vision statement focuses on where an organization wants to be in the future, it is the ultimate goal. The key to a vision statement is thinking about an organization's aspirations. A school vision provides a vivid picture of the school’s values and objectives. By outlining what the school is trying to achieve, all of the stakeholders in the school community – teachers, students, families, and administration – can work together in a common direction toward growth. By broadly outlining the objectives and values, school visions motivate and unify everyone to be their best. Subtema 3: Create and communicate a vision Benefits for the school community As schools review, realign, and revise their vision statements regularly, they are able to ensure they benefit and meet the needs of the school community. According to the Values Education Good Practice Schools Project, centering schools on a value-packed vision statement can: ❏ Bring positive changes in teacher’s professional practice in classrooms, especially in communication with students ❏ Improve student-teacher relationships ❏ Result in more calm and focused class activity ❏ Enable students to self-regulate and self-manage better ❏ Inspire a greater capacity for reflection for the entire school community ❏ Increase teacher confidence in their work, giving them an increased sense of professional fulfillment ❏ Increase parental confidence in the school https://gateway.aurorak12.org/2021/03/31/the-importance-of-having-a-school-vision/ Subtema 3: Create and communicate a vision How to create your instructional vision Before implementing a school-wide instructional improvement initiative, it is important to begin by developing an action plan. This will help focus and set in place an infrastructure for your instructional leadership. This will also allow you to assess where your school is and choose actions and initiatives that support the vision of the school. Keep in mind however, this is a very fluid process and adjustments may need to be made along the way. Subtema 3: Create and communicate a vision The instructional vision sets the stage/foundation for the rest of the work the school engages in. This vision must be clear to everyone responsible for instructional practices at the school. What is the instructional vision at the school? How was the instructional vision developed? What will the vision look like when it is achieved? Does the staff understand the vision? Are they committed to moving toward this vision? Does the instructional leader feel comfortable articulating this vision? Do the instructional leader’s words and actions support the vision? https://youtu.be/51S2y42Iiqs Subtema 3: Create and communicate a vision Visioning can help to generate a common instructional goal and give your team an ideal to move toward. The final product is three posters that reflect your group’s collective aspirations when it comes to effective instruction. This document can be posted in a common meeting area – to be used and referenced through the course of the school year. Source - Leading For Change: A Practical Guide to Instructional Leadership Subtema 3: Create and communicate a vision How to communicate your vision The instructional As the instructional The instructional leader must have a The vision should be leader, you are the leader who takes clear grasp of the focused on “keeper of the vision” advantage of the instructional vision. instructional practices and it is your charge to opportunity to The leader must have and outcomes. maintain a laser- like collaboratively develop a high degree of clarity Without this level of focus – and ensure the vision with here as a prerequisite specificity, vision your team does as well teachers has a greater to teachers having statements can – on the vision. Your likelihood of having a both a clear become grandiose words and your team committed to understanding and declarations that lack practice should the realization of that commitment to the focus. constantly relate to vision. vision. that vision.  Subtema 3: Create and communicate a vision How to communicate your vision Suggestions: Create interview Engage your team Begin the first Display the look fors and on the Create a Ask grade meeting of questions that instructional Start faculty Have your staff story/narrative levels/departme vision in a would ensure vision. Ask for the school Communicate meetings and generate of a student nts to identify prominent candidates are feedback (e.g. the vision on an professional activities to who has been in one strategy year by place (e.g. aligned to the How well are we ongoing basis. development communicate classrooms each week to presenting/ vision (e.g. What fulfilling our Make it a part of sessions with a aligned to the ensure revisiting the on a banner does this instructional the instructional your words and check-in around vision to vision. Make this engagement instructional in the statement vision? What are your actions. the instructional students and narrative part of with the communicate to the strengths of vision (e.g. via school you? Why are you our vision? What vision. parents. the “lore” of instructional PowerPoint). entryway). interested in are some ways to your school. vision. working here?). improve it?). Source - Leading For Change: A Practical Guide to Instructional Leadership https://www.youtube.com/watch?v=NG8mJ9Gk7pk Read the following teacher’s visions, then think and write your personal vision statement. What is your vision as a future English teacher? Share it on Mentimeter.  How to empower teachers? https://www.youtube.com/watch?v=whzVUUbBh0Y Subtema 4: What power is / What power isn’t The term power standards refers to a subset of learning standards that educators have determined to be the highest priority or most important for students to learn. In most cases, power standards are developed or selected at the school level by administrators and teachers. The purpose of power standards is to help teachers work more efficiently and collaboratively. Power standards allow teachers to focus their instruction, provide their students with targeted interventions and enrichment, and concentrate on what is the most essential for their grade level or course. Power standards are our guarantee that all students are being held to the same expectations and given the same access to content, strategies, and skills necessary for their success. Subtema 4: What power is / What power isn’t The powering process provides the opportunity for teams to collaboratively look at the big picture of the standards, discuss their importance, and reach agreement about which of them will be taught in greater depth. Building this clarity about which standards are the highest priority ensures that everyone on the team is teaching to achieve the same outcome. Subtema 4: What power is / What power isn’t What happens when teams don’t have these collaborative conversations and haven’t made collective decisions about what’s important? Here’s the reality: We know that individual teachers simply possessing the list of standards without a collaborative conversation will result in individual decisions about what is important, and as a result, will be preparing their students differently when compared to other teachers at their same grade level or course. (Schmoker & Marzano, 1999) Subtema 4: What power is / What power isn’t In order for teams to come to an agreement on the essential or power standards, they need to explain what each standard means. Choosing "essential" or "power" standards as a team helps teams take responsibility for all students. When teams vertically align their essential or power standards, they make promises to each other and to their students about what is most important. Richard DuFour and Robert Marzano's 2011 book, Leaders of Learning, reminds us that a school's curriculum can only be truly guaranteed when teachers work together to do the following. ❏ Look over the planned curriculum. ❏ Decide together what is most important in the curriculum. ❏ Make it clear how the curriculum leads to the knowledge and skills of the students. ❏ Set up general rules for how the curriculum should be taught. ❏ Promise each other that they will teach the curriculum that was agreed upon. Subtema 4: What power is / What power isn’t These questions shape the team's research and teaching methods (DuFour et al., 2010). Becoming a reflective teacher How to become a reflective teacher? Recap Activity: CLOSURE: In groups, read Teacher Empowerment in Education Practice: Strategies, Constraints and Suggestions. Then, discuss and answer the following questions: 1. What is empowerment? 2. Why is teachers’ empowerment important? 3. What strategies can be used to enhance teacher/individual empowerment? 4. What can be some barriers in teachers’ empowerment? Then, share explain your answer to the class.  Bibliography Blase, Joseph, and Jo Blase. “Effective Instructional Leadership: Teachers’ Perspectives on How Principals Promote Teaching and Learning in Schools.” Journal of Educational Administration 38, 2 (2000): 130-41. EJ 606 422. DuFour, Richard. The Learning-Centered Principal.” Educational Leadership 59, 8 (May 2002): 12- 15. DuFour, R. (2004). “Leading Edge: Culture Shift Doesn’t Happen Overnight – or Without Conflict.” JSD, Vol. 25, No. 4 www.nsdc.org Fink, Elaine, and Lauren B. Resnick. “Developing Principals as Instructional Leaders” Phi Delta Kappan 82 (2) (2001): 598- 606. National Association of Elementary School Principals. Leading Learning Communities: Standards for What Principals Should Know and Be Able to Do. Alexandria, Virginia: Author, 2001. 105 pages. ED 459 518.  SCHOOL ORGANIZATION AND MANAGEMENT, LEARNING COMMUNITIES IN ENGLISH TEACHING AND LEARNING Unidad 2 Educational Management Tema 1 Building a guiding coalition MSc. Lisseth Cabanilla García  Objetivo To identify the characteristics of effective lesson planning using quality instructional strategies by means of analyzing activities from lesson plans in order to promote active and meaningful learning. Introducción The easiest way for change to occur, according to Kotter (1996), is when a guiding coalition takes the initiative. The group of individuals who will oversee the change process is known as a guiding coalition, also referred to as the school leadership team.  Subtemas SUBTEMA: 1.- Using quality instructional practices SUBTEMA: 2.- Lesson planning versus Learning Planning SUBTEMA: 3.- The journey of changing instructional practice WARM-UP ACTIVITY: What does the image evoke for you? Share your comments with the class! https://blog.readytomanage.com/wp-content/uploads/2012/07/leadership-management-cartoon.jpg SUBTEMA: 1.- Using quality instructional practices Most teachers feel pretty comfortable talking about what they think are the best ways to teach. The difference between normal conversations about instructional strategies and those that collaborative teams have in a PLC is that in a PLC, the focus is always on what works, or what instructional strategies are most likely to lead to high levels of learning. Recommendations: Brainstorming When planning common units, we encourage teams to use brainstorming and building consensus as ways to Building decide how to approach teaching in the consensus best way. Figure 1. Quality instructional practices Aspects to keep in mind: Teams frequently want to start talking about Because of this, discussions may revert to preferred engaging activities and instructional strategies methods rather than a real strategy for learning before they are certain of what students need to that is in line with the learning objectives. know and be able to do. To avoid this trend, teams should be reminded that this phase is a part of the backward planning As a result, you might investigate certain standard process and that they should only discuss instructional techniques that should be emphasized instructional approaches once they have developed in all disciplines or courses. a shared understanding of the precise learning objectives and purpose of the standards. Just as we want our students to be able to adapt to a world that is always changing and moving quickly, so must the way we teach. Educators need a steady source of resources to keep moving forward and not get stuck. Take part in Here are some action research to Read books that ideas for your Check a blog or Pay attention to Join a group on Sign up for find out how what can give your team team to think Twitter regularly. your coworkers. the Internet. webinars. you do affects how useful information. about. well your students learn.  Reading of Looking for informational ways to be text creative Other strategies that could be a focus for the whole school or department include: Citing evidence in Digital informational Learning writing SUBTEMA: 2.- Lesson planning versus Learning Planning What do the data from summative and formative assessments reveal about the students' knowledge and skills? What knowledge and skilss are targeted in How are we designing the unit of our instruction? instruction? Dot-to- dot line of thinking SUBTEMA: 2.- Lesson planning versus Learning Planning How are we designing instruction? Doing things the same way without analyzing their effectiveness goes against PLCs' core objective of continuous improvement in student learning. Effective PLC collaborative teams are open to letting go of items that frustrate student learning. Ignoring ineffectiveness is educational malpractice. Learning for understanding The three types of learning—acquisition, making meaning, and transfer—have important differences that will directly affect the learning plan: SUBTEMA: 2.- Lesson planning versus Learning Planning Learning for understanding acquisition, The three types of learning— acquisition, making meaning, and transfer—have important differences that will directly affect the learning and making plan. transfer meaning, SUBTEMA: 2.- Lesson planning versus Learning Planning SUBTEMA: 2.- Lesson planning versus Learning Planning Action verbs for A-M-T If your goal is for students to understand and use what they have learned, then you need to use teaching methods that support these goals. SUBTEMA: 2.- Lesson planning versus Learning Planning Coding a Learning Plan One way to use the categories is to use the letters A, M, and T This figure shows an to code your planned teaching and learning events. example of this kind of coding for English/language arts units (reading). Note: The coding is just there to help designers figure out what the main goal of their planned teaching and learning activities is. In real life, the A-M-T goals are not always "pure."  How should we think about teaching that aims to improve understanding while still meeting our content obligations? WHAT THE What LESSON How they How they students will learn will learn will use it PLANS SHOULD INCLUDE Content is a tool, not an end in itself.  So, what must make sense in the learning plan for students to get better at these skills over time? In other words, you must "on purpose" make sure there are: Before you think about "teaching" what needs to be "taught," think about giving those skills a chance to Chances for students to use grow by doing tasks that require Thought-provoking questions and challenges that require these generalizations in new (transfer) situations and think Experiences that show how knowledge and skills are not students to put together the about the feedback they get ends in themselves, but rather understanding of the content. pieces of what they've learned into generalizations. from trying to do so (which may well lead to a modification of the building blocks that help people make meaning and pass it on. original generalization).  "Tell us the Comments like these from older students are just one important stuff." sign that students have come to think of learning as "Will we be tested remembering and repeating what they have learned. on this?" Learners need to accept that understanding is not something that can be given to them, but that it must be earned through intellectual work: What do I think this data, text, claim, set of facts, theory, or piece of art means? How can I know if what I think is right? What do other people say? What makes them think that? Then what? Not in the text, but in the mind of a learner who is thinking.  Students Need to Know About A-M-T! Most students don't realize that the main goals of education are to help them make sense of things and apply what they've learned until it's too late. Too often, they think that their only job is to learn and get better at things. Teachers of math have also told us that some students and parents complain when a test gives them a new problem to solve (e.g., "We didn't study that problem in that form—unfair!"). It is very important for teachers to carefully and clearly explain to Such comments show that at least some students (and parents) may students that there are different not understand that the main goals of education are to help learning goals (A, M, and T) that people make sense of things and share what they have learned require different strategies and will with others, and that not all learning is about acquiring facts. be tested in different ways.  Objetivo To determine how to change instructional practices by following specific criteria in order to improve teaching performance SUBTEMA: 3.- The journey of changing instructional practice Kotter’s 8-Step Change Model SUBTEMA: 3.- The journey of changing instructional practice Step 1: Create urgency Change is more likely to happen if everyone in the What you can do: Find possible dangers and make company wants it. Get a sense of how important it plans for what could happen in the is to make changes. This might give you the first future. push you need to get things going. Look at the chances that should be taken or that could be taken. Start honest conversations and give people strong, convincing reasons to talk and think. Ask outside experts and stakeholders to back your case to make it stronger. Kotter says that 75 percent of a company's management needs to "buy into" the change for it to work. SUBTEMA: 3.- The journey of changing instructional practice Step 2: Form a coalition. What you can do: Find out who the real leaders are in your organization and who your key stakeholders are. Ask these important people to put their hearts into what they are doing. Work on getting your change coalition to work as a team. Check your team for weak spots and To lead change, you need to put together a make sure you have a good mix of people from different departments coalition, or team, of influential people whose and different levels in your company. power comes from different places, such as their job title, status, expertise, and academic importance. SUBTEMA: 3.- The journey of changing instructional practice Step 3: Create a vision Everyone can understand why you want them to What you can do: Find out what values are most do something if you have a clear plan. When important to the change. people can see what you're trying to accomplish Make a one- or two-sentence for themselves, the instructions you give them summary of what you "see" for the future of your organization. tend to make more sense. Make a plan to carry out that vision. Make sure that everyone in your change coalition can explain the vision in less than five minutes. Use your "vision speech" as much as you can. SUBTEMA: 3.- The journey of changing instructional practice Step 4: Tell people about the vision How successful you are will depend on what you do with your vision after you make it. You need to say it often and strongly, and it should be a part of everything you do. When you keep it in people's minds, they're more likely to remember it and act on it. What you can do: Talk a lot about how you want things to change. Talk about people's worries and fears in an open and honest way. Use your vision in all parts of operations, from training to reviews of how well things are going. Everything should be tied back to the vision. Walk the walk. SUBTEMA: 3.- The journey of changing instructional practice Step 5: Remove obstacles But is there anyone who doesn't want to change? What you can do: And are there processes or structures that stop it Find or hire leaders of change whose main job is to make the from happening? Set up the structure for change change happen. and keep an eye out for things that might stop it. Check your organizational structure, job descriptions, and performance and pay systems to make sure they support your vision. People who make change happen should be thanked and rewarded. Find the people who don't want to change, and help them see what needs to be done. SUBTEMA: 3.- The journey of changing instructional practice Step 6: Celebrate short-term wins What you can do: Don't pick expensive early targets. You want to be able to show that each project was worth the money you put into it. Think carefully about the pros and cons of your goals. If you don't reach an early goal, it can hurt your whole effort to make a change. You'll want to have some "quick wins" that your People who help you reach your goals should be rewarded. staff can see in a short amount of time. This could be a month or a year, depending on the type of change. If you don't do this, critics and negative people might slow you down. SUBTEMA: 3.- The journey of changing instructional practice Step 7: Build on change Real change runs deep. Quick wins are just the start of what needs to be done to make changes that will last. Each success gives you a chance to build on what went well and figure out what you can do better. What you can do: After every win, think about what went well and what could be done better. Set goals to keep building on what you've already done. Bring in new agents of change and leaders of change to keep your ideas fresh. SUBTEMA: 3.- The journey of changing instructional practice Step 8: Make the changes part of the company's culture Any change should become part of the core of your organization for it to last. Make sure that the change is seen in every part of your organization by working on it all the time. If you lose the support of these people, you might end up right where you started. What you can do: Bring up progress whenever you can. Tell stories about the change process that went well, and repeat other stories you hear. When hiring and training new staff, be sure to talk about the change's goals and values. Key people in your original change coalition should be recognized in public, and the rest of the staff, both new and old, should remember what they did. CONCLUSIONS To change an organization in a good way, you have to work hard. When you plan carefully and set up the right foundation, it can be much easier to make a change and your chances of success will go up. Change plans are more likely to fail if you don't wait long enough or if you expect too much too soon. Create a sense of urgency, find strong leaders of change, create a vision and communicate it well, get rid of obstacles, find quick wins, and keep going. By doing these things, you can help the change become part of the culture of your organization. Then you can relax and enjoy the change you've been wanting for a long time.  Bibliografía Marzano, Pickering, & Pollock. (2001) Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement Wiggins & McTighe. (2005) Understanding by Design The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction (Marzano, 2007) Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement (Hattie, 2009) Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility (Fisher & Frey, 2008) Productive Group Work: How to Engage Students, Build Teamwork, and Promote Understanding (Frey, Fisher, & Everlove, 2009)  SCHOOL ORGANIZATION AND MANAGEMENT, LEARNING COMMUNITIES IN ENGLISH TEACHING AND LEARNING Unidad 2 Educational Management Tema 1 Building a guiding coalition MSc. Lisseth Cabanilla García  Subtemas SUBTEMA: 3.- The journey of changing instructional practice SUBTEMA: 3.- The journey of changing instructional practice Kotter’s 8-Step Change Model SUBTEMA: 3.- The journey of changing instructional practice Step 2: Form a coalition Step 1: Create urgency Put together a coalition or a Step 3: Create a vision: Make Get a sense of how important team of influential people a plan to carry out that vision it is to make changes. whose power comes from different places Step 6: Celebrate short-term Step 7: Build on change: Each Step 5: Remove obstacles: wins: success gives you a chance to Set up the structure for build on what went well and People who help you reach change and keep an eye out figure out what you can do your goals should be for things that might stop it better. rewarded Step 8: Make the changes part of the company's culture: Any change should become part of the core of your organization for it to last.  Objetivo To demonstrate understanding of the basic concepts and principles of formative assessment through analyzing different instruments in order to apply objective, valid and reliable evaluation procedures. Introducción Successful transformation requires empowering stakeholders. Collaboration empowers teachers to adjust plans. Teams can complete loose tasks as they like, but must meet leadership criteria for tight jobs. Teacher teams must know what their school or district leadership team will stand for.  Subtemas SUBTEMA: 1.- Planning the common formative assessment SUBTEMA: 2.- Defining rigor and assessment practices Introduction What is assessment? What is formative assessment? (Define it.) Why use it? (What is its purpose and how can it be powerful?) https://www.youtube.com/watch?v=JI-YgK-l4Sg Determine Thinking Level and Learning Objectives It will be useful to duplicate Bloom's Revised Taxonomy (Anderson & Krathwohl, 2001), Marzano and Kendall's New Taxonomy, or Webb's Depth of Knowledge (2005) during this step. Following a certain process is not as important when choosing which learning objectives to evaluate using expert judgment. Subtema 1: Planning the common formative assessment Which objectives do the members of the team believe will most likely yield the most accurate data on student learning? Figure2. Bloom, Marzano and Webb's Taxonomies COGNITIVE SAMPLE VERBS SAMPLE ASSESSMENTS PROCESS REMEMBER choose, define, describe, duplicate, identify, label, list, name, recall, Recall or recognize facts, concepts, or recognize, repeat, report, reproduce, state terms Recall the names of important figures in art history Recognize symptoms of vitamin D deficiency Identify the components of a bacterial cell List the steps involved in DNA replication Subtema 1: Planning the common formative assessment Step 2: Select an assessment item type Now, choose the sort of assessment item to create and the number of items required to fully evaluate each target. This stage requires your team to weigh the benefits and drawbacks of each type of evaluation item.  Subtema 1: Planning the common formative assessment Can utilize particular procedures to guarantee that their evaluations are genuine, which means that the items are closely related to the material being taught (Gareis & Grant, 2008). 2. Establish the thinking levels those objectives require of the students. Select the learning objectives being assessed, and then it establishes the thinking levels 1. Select the learning objectives being assessed. those objectives require of the students. https://oklahoma.gov/content/dam/ok/en/careertech/educators/resource-center/tools-for-teachers-and-trainers/60-form ative-assessment-strategies.pdf https://www.wdt.edu/assets/docs/uploads/ported/2012/12/Formative-assessment.pdf Subtema 2: Defining rigor and assessment practices The Rigor/Relevance Framework (Daggett, 2012) shows that knowledge is more applicable to students' lives when they can apply what they've learned to a variety of contexts. This framework proposes two continua for teachers to examine as they work to create more intricate curricula, lessons, and evaluations.  Subtema 2: Defining rigor and assessment practices Summative assessment After the teacher has finished teaching, summative assessments are used to gauge how well pupils have retained the topics. Summative evaluations, which occur at the conclusion of the learning cycle, serve a number of crucial functions. They let us know If the assessments are whether we are pacing our curriculum well-designed, they will also let us effectively, whether the instructional strategies know if our students have mastered we are employing are effective, and whether a variety of learning objectives and our curriculum is in line with the standards we whether they can relate those want to teach. objectives to one another and apply them in useful ways. Subtema 2: Defining rigor and assessment practices Formative assessment Formative assessment is a way for teachers to check how well students are learning so that those who haven't learned the concepts yet can get more time and help while instruction is still going on. The most important thing is that both the teachers and the students know what the goals are. But it's just as important to link the The goal of formative assessment is level of difficulty of the learning goal to the type to find out how well students are of assessment. learning the goals that are being taught at the moment. Subtema 2: Defining rigor and assessment practices Formative assessment For example, if a teacher thinks he or she has taught students to think analytically but then only tests them on basic content knowledge, the information from the test is not valid because it doesn't show if the student has actually learned the learning target. Formative assessments should only measure a small number of learning goals so that teachers can respond quickly. Subtema 2: Defining rigor and assessment practices It is easy to believe that assessment is damaging or that it does not help teachers improve student learning. When utilized properly, assessment can be one of the most effective tools accessible to teachers and their pupils (Black & Wiliam, 1998; Hattie, 2009). Utilizing assessment effectively requires first understanding its objective and then utilizing the exam and the data it offers for that reason. CONCLUSIONS To change an organization in a good way, you have to work hard. When you plan carefully and set up the right foundation, it can be much easier to make a change and your chances of success will go up. Change plans are more likely to fail if you don't wait long enough or if you expect too much too soon. Create a sense of urgency, find strong leaders of change, create a vision and communicate it well, get rid of obstacles, find quick wins, and keep going. By doing these things, you can help the change become part of the culture of your organization. Then you can relax and enjoy the change you've been wanting for a long time. Recap Activity: Read the following document: https://oklahoma.gov/content/dam/ok/en/careertech/educators/resource-center/tools-for-teachers-and-trainers/60-form ative-assessment-strategies.pdf 1. Now, choose one FORMATIVE ASSESSMENT STRATEGIES FOR TEACHERS and mention how would you apply it in a class. Establish any topic and how would you evaluate it.  Bibliografía ∙ Marzano, Pickering, & Pollock. (2001) Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement ∙ Wiggins & McTighe. (2005) Understanding by Design ∙ The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction (Marzano, 2007) ∙ Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement (Hattie, 2009) ∙ Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility (Fisher & Frey, 2008) ∙ Productive Group Work: How to Engage Students, Build Teamwork, and ∙ Promote Understanding (Frey, Fisher, & Everlove, 2009)  SCHOOL ORGANIZATION AND MANAGEMENT, LEARNING COMMUNITIES IN ENGLISH TEACHING AND LEARNING Unidad 2 Educational Management Tema 2 Models of quality management applied to educational institutions MSc. Lisseth Cabanilla García  Objetivo To demonstrate understanding of the basic concepts and principles of formative assessment through analyzing different instruments in order to apply objective, valid and reliable evaluation procedures. Introducción Succ