Category Archives: Reporting

My Top 3 for 2015 (with apologies to Chris Kennedy)

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The best work that anybody ever writes is the work that is on the verge of embarrassing him, always.

Arthur Miller

I tried not to do it but I couldn’t resist. I have parodied Superintendent Chris Kennedy on two previous occasions, taking his masterful Top Three List and brutalizing it a bit with my own satirical Top Three. I did this in 2012, and 2013. In 2014 I wrote a half-baked caricature but did not have the nerve to publish it. Now we are in 2015 and he has published his Top Three again (see here and read his first). I was waiting for it. I cannot keep my cheek in check. Even in this form, please note, “imitation is the sincerest form of flattery” (Charles Colton).

My Top Three Blog Posts

Here are most read posts for 2015, as gleaned from my followers.

  1. Reporting in a Digital Age
  2. A Window into Learning
  3. Innovation in Action: Learning by Design

But, I have to tell you the stats are absolutely pathetic. It is a wonder I post anything at all. The social media honeymoon just might be over. I note that the second most read post this year (2. A Window into Learning) was even published last year, in December 2014. At that, the post Treasure Wild Ducks: The Flight of Innovation continues to be the most popular piece and that was published way back in November, 2013.

Top Three Blog Posts I Would Like to be Writing

Chris seems disappointed more people are not blogging. He gives no explanation for why there is less blogging but leaves us hanging for a “next post” (unintended irony) on that topic. With no excuses–I expect to find him unpacking it for us in the New Year. And I would like to point out, I, at least, have excuses. I have not even started the blog posts that I would really like to finish. I would if I had time. I would if I could think clearly. I would if I didn’t have an inbox full of email. I would if I didn’t have four children underfoot (even Chris could have used that one). Posts that keep swirling in my head:

  1. Scaling Up: Chasing the Unholy Grail of Transformation
  2. Research Results from a District-Wide Learning Commons Implementation
  3. Passion, Purpose and People: The Interlocking Keys to Excellence

The Top Three Regularly Used Education words (that show we still don’t really know what we are talking about)

  1. Transformation
  2. Innovation
  3. Personalization

See also “scaling up” referred to above. Pardon my cynicism.

Top Three Videos I Have Watched

First of all, I would like to know when people have time to watch all these TEDx videos? I am still relishing the same animated movies from previous years.

  1. How to Train a Dragon
  2. How to Train a Dragon 2
  3. Despicable Me

I feel better AND I am inspired by the sheer art and beauty of them. Sometime I will find a list of the Top 10 videos for Educators, make some popcorn (or melt some butter and sprinkle it with popcorn) and then watch them all.

The Top Three1 Stories People will be talking about in BC in 2016 (see also above category regularly used education words)

  1. Reporting (aka Communicating Student Learning).
  2. Transformation.
  3. Innovation.
  4. Personalization.
  5. Scaling Up.

The Top Three2 Things I Learned This Year

  1. Hard Work Isn’t Always Enough
  2. Excellence is in the Eye of the Beholder
  3. Timing is Everything
  4. Professional Learning is Never Done
  5. Sometimes You Need to Let it Go

Top Three People/Things That Inspire Me

  1. Good Friends: They help me to “let it go”
  2. My Staff: They are amazing at what they do
  3. The Quiet: Silence in the swirl of work & home is treasured

The Top Three Books I Am Still Working On

  1. The Genius Hour Guidebook by Denise Krebs & Gallit Zvi
  2. The Innovators Mindset by George Couros
  3. Accelerate (XCR8) by John Kotter

Top Three Professional Highlights for 2015:

  1. New Staff Members: Karen Fadum (@mrsfadum) and Joe Tong (@teachertong), both Communicating Student Learning Helping Teachers, Shauna Nero (@MmeNero), Modern Languages Helping Teacher and Maryanne Kempthorne (@Maryakem), new Manager of Learning Resources. You should follow them all on twitter–they are great additions to an already amazing #sd36learn Education Services Team!
  2. A Window into My Child’s Learning: Having my own son get a digital portfolio (via @freshgrade) was an unexpected surprise. I’ve been working on this partnership for three years and when it reaches  my own child who attends school in another district–that’s personally and professionally rewarding. I get my own parent view!
  3. Learning from Others: Finding out how other leaders do their work  in other districts in B.C. and across Canada, inspires me.

Leaders I Admire:

  1. Dean Shareski (because I won a coveted #deanie award and he is a most gracious and giving man)
  2. Chris Kennedy (I continue to be inspired and learn from his work)
  3. Many Woman Leaders (some identified in this provocative post)

To sum up the 2015 year can be a daunting task. To follow the high bar set by Chris Kennedy in his blog Culture of Yes is impossible. I have blogged, though, at last.

And a big thank you to those of you that take the time to read my posts. Thanks for your patience with me as I continue to learn what it means to push the boundaries of innovation, attempt to transform education, personalize learning for both students and teachers, communicate that learning to wider audiences and scale up these changes across our district and beyond.3

I will be, forever, a dreamer.

 

Footnotes:
1Did I mention I have a Numeracy problem?
2Numeracy continues to be a challenge.
3Guilty, I am.

Producing Quality Assessment in Digital Portfolios

 

The digital portfolio embraces the challenge of making learning visible and mirrors quality assessment where the learning and student choice, voice and ownership are central and core. How does one capture quality assessment evidence and produce an ongoing digital portfolio for every student? The point is not to regulate but to re-orientate what we know about quality assessment practice and to systematically uncover and capture what is essential in communicating student learning. It is no longer about standardization of reporting but about the personalization of the learning journey. Where are students now? Where are they going? And how are they going to get there?

Back to schoolDigital Portfolio: Fit for Purpose
A central purpose of all assessment is to understand where learners are in their learning at the time of assessment with the objective of improving their learning. https://curriculum.gov.bc.ca/assessment. The digital portfolio is an ideal “fit” for this purpose. At its best it is formative, relevant and accessible. The crafting of the digital portfolio provides meaningful, collaborative learning and feedback and invites active involvement and engagement for both student and parent. (Karen Fadum, 2015. FRAME https://mrsfadum.wordpress.com/2015/10/26/where-is-the-learning-guidelines-for-using-digital-portfolios-to-communicate-student-learning/)

Guiding Principles for What Teachers and Students Include
Throughout the learning process, teachers and students intentionally focus on gathering evidence of learning that demonstrates student growth and helps to guide both instruction and learning moving forward. “What is captured and shared should show students’ learning over time, changes and growth in their ability to communicate, think and build their capacities of self as a learner.” http://abvendramin.com/2015/07/09/digital-portfolios-moving-beyond-the-glorified-scrapbook/

My GoalsIn collecting evidence the teacher role is thoughtful observer, listener, and designer. Quality documentation reflects the design of teaching/learning tasks which are well constructed, process-centered and open-ended inviting students to think, question, reflect and assess their own learning. Together teachers and students engage in setting criteria and uploading exemplars which allow for ongoing, timely, descriptive feedback for students and parents. The carefully shared decisions about WHAT to make visible not only helps students assess their growth but also helps them understand how to improve and move forward toward their learning intentions and goals.

Three important guiding principles should be considered when selecting documentation, artifacts and evidence (http://kellivogstad.com/2015/08/31/digital-portfolios-making-the-learning-visible/). It is important that what is made visible links with quality assessment practices and demonstrates student growth and learning.   Vogstad recommends: (1) Documentation which shows growth over time through revisited curriculum tasks or experiences, demonstrates concrete change in abilities, skills, behaviours, attitudes, and understanding; (2) Artifacts which invite student reflection and analysis of student learning incorporating the thinking operations of observing, comparing, contrasting, analyzing, hypothesizing, imagining, and making conclusions; and (3) Evidence that demonstrates student behaviour and growth in the three core competency areas: thinking, communicating ideas, and personal/social development, reflects meaningful and relevant learning across all curriculum areas and provides opportunities for students to show their learning in a variety of ways.

iStock_000058616460_SmallThere are four practical ways for teachers to categorize and organize
documentation (see Vogstad above). Two of the Same – Student completes two of the same tasks which are documented over a period of time. For example, an impromptu write completed in October, and one completed in January; the two similar artifacts invite observations and comparisons, demonstrating student’s growth and learning. Showing the Knowing – Demonstrations/process-based sharing: student presents or “walks” through an activity, task, or process, explaining thinking, strategies, connections, decision making, problem solving skills, and understandings. Celebrating the Learning – Documented student artifacts show skill and ability reflecting criteria of success. May include performance standard descriptors or task generated criteria; comments are made based on observed evidence that meets criteria. Communicating the How and Whys – The fourth component documented by the teacher provides parents accessing the documentation a lens through which they can understand and support their children’s learning. Descriptions and explanations about the curriculum activities are documented which inform, instruct, and communicate the big ideas, learning intentions, purpose, and goals behind the artifact. 

Dissonance and Hard Work
The exploration of communicating student learning using the digital portfolio is not without its challenges and has created some uncomfortable feelings of dissonance. At this stage there are probably more questions than answers and yet, educators are attracted to the opportunity to develop better and more meaningful ways to motivate students and communicate with parents using the digital platform.

The “hard work” is to continue the search for learning which is visual, fresh and aligned to elements of quality assessment. This forces teachers to think deeply about the design of activities and the ways they document, assess and share what they see. As designers, teachers are key to transforming the learning.

IMG_5313The Search for Delight
As teachers and students become more comfortable with using digital portfolios, students learn to search for their own evidence of their learning, upload artifacts and provide their own reflections on their growth–signalling the opportunity for them to have choice, voice and ownership and to produce their own brand of creativity.

The personalized learning journey depicted by visible artifacts and essential documentation produces quality moments which quite frankly register delight. On the part of the student, parent and teacher there has been powerful recognition of the influence of the well-crafted digital assessment. The evidence is formative, relevant, accessible, meaningful, and engages students in live, authentic action. And, the personalized learning journey has only begun.

~     ~    ~   ~  •  ~   ~    ~     ~

Research Note ~ Elements of Quality Assessment Pertaining to Digital Portfolios.

It is no longer about standardization of reporting but about the personalization of the learning journey. Where are students now? Where are they going? And how are they going to get there?
•  “What is captured and shared should show students’ learning over time, changes and growth in their ability to communicate, think and build their capacities of self as a learner.”
•  Communicating student learning to students and parents is for the most part formative and demonstrates student growth and learning.
•  Effective feedback is timely, ongoing, specific, descriptive, relevant, accessible and engaging.
•  The student role is an active one. Students assess and celebrate their own learning and understand steps toward improvement. Student choice, voice and ownership are central and core.
•  Assessment has a profound impact on motivation and well-being of student.
Results of assessment are used to monitor and adjust teaching and learning.

Note: Special thanks to Dr. Donna VanSant (@vansantd) for assisting in the consolidation of the thinking and contributions of myself and the others identified in this post. Thank you to the many #sd36learn teachers who have been embracing this learning journey and contributing to our understanding as an organization.

Reporting in a Digital Age

If you change the way you teach, you change the way you assess, and if you change the way you assess, you change the way you teach.

Tammy Hartmann, Principal, Ocean Cliff Elementary School

Problem Report Cards Glass Shattering 2Our district has been looking at and changing the way we communicate student learning for several years now. We recognized in an evolving societal context that our current reporting system was antiquated, not reflecting the realities of new research on assessment practices nor the possibilities offered in an expanding digital landscape. Our problem was multi-faceted: an antiquated report card platform, an archaic checklist approach to learning, misalignment with the BC Ministry of Education’s Redesigned Curriculum and changing understandings of quality assessment practices. Nor did our current system take advantage of a socially networked and connected world with new possibilities for sharing information.

Which train do you want to catch? 2Since 2012 we have been using digital portfolios in partnership with the company FreshGrade. In our first year we were part of their beta pilot, giving them our feedback as they developed the platform. In our second year, it became a pilot for teachers to use as an alternative form of communicating student learning. Last year, and this, we gave teacher’s the freedom to use it as one of three reporting options available in the district. We have a very exciting new non-digital template available as well so teachers have the opportunity to choose which new practice they want to try on. We made a commitment to not force change but to give teachers opportunities to learn more about assessment and reporting practices both digitally and non-digitally. The former, however, is the focus of this post.

As we explored sharing student learning through a digital window, we had key questions that drove our learning. In today’s context, we wondered if we could…

  • communicate student learning in more powerful ways?
  • communicate student learning to increase student success & engagement?
  • use technology to highlight student learning & thinking?
  • change “reporting” to fit with what we know about quality instruction, learning & assessment?

We wanted to consider, what are the possibilities in a new world?

  • How can we leverage this digital tool to transform learning?
  • How can we encourage & direct the conversation?
  • Who is telling and shaping the story?
  • Can we create a new story and a better way of “reporting?”

It is important to note that central to our thinking has been keeping the role of the teacher clear: We know that no web 2.0 tool, no program, no paper template transforms learning. Teachers transform learning.

As we engaged in our learning journey as a district, more and more questions would emerge to push our thinking. Are we making learning visible? What is the evidence of learning? Full stop. These latter two questions are perhaps most significant for those embarking on this journey.

Once you begin to look at digital portfolios, it creates the opportunity to examine student learning and explore what quality assessment looks like in a digital context. For us, it is not about posting cute pictures or entertaining videos, nor is it about overloading a portfolio with endless artifacts that fail to communicate the learning journey. The focus is on evidence of learning that demonstrates student growth and helps to guide both instruction and learning moving forward. We recognize that as teachers, we are learners on a continuum of understanding as well. There is the first step of accomplishment from uploading an artifact and conquering the technical piece of the platform to progressing to understanding how to gather artifacts that actually show student learning and incorporate important descriptive feedback. As teachers and students become more comfortable with using digital portfolios, students can actually learn to search for their own evidence of their learning, upload artifacts and provide their own reflections on their growth–signally the opportunity for them to have choice, voice and ownership. Student engagement quickly accelerates the motivation and interest in learning.

We have shared our journey with others internally, locally and abroad at evening sessions, workshops, and conferences as well as through social media. Our most recent event is at the Learning Forward Conference in Washington, DC. As part of sharing our journey—imperfect as it is—we wanted to include some of the learning that has taken place while growing in our understanding of this new form of digital reporting. To learn more about what it means to actually show the learning, we have several helpful blog posts that we reference in our district (click on the title to access):

Where is the learning? by Karen Fadum, a Communicating Student Learning Helping Teacher (Instructional Coach) with Education Services.

Moving Beyond the Glorified Scrapbook by co-authors Antonio Vendramin, Principal, and Kelli Vostad, Vice-Principal, Cambridge Elementary School.

Making the Learning Visible by author Kelli Vostad, Vice-Principal, Cambridge Elementary School.

e-Portfolios in Language Classes by author Shauna Nero, Modern Languages Helping Teacher (Instructional Coach) with Education Services.

For more information about e-portfolios for language teachers, you can read Le portfolio numérique et FreshGrade by Shaun Nero.

If you want to know more about how we started off when it was first a pilot, the description is found here: The Pilot: Communicating Student Learning.

A Window into Learning, is adapted from an Executive Briefing presented to the District Senior Team and co-authored by myself and with Dan Turner, Director, Information Management Systems, and describes our adventure and rationale for moving into digital portfolios.

Thanks to Kelli Vogstad for the helpful descriptions for ways to make learning visible using portfolios. Her document of Guiding Principles is an easy one pager for teacher reference. You can download it here: CSL Making Learning Visible Guiding Principles Vogstad.

This video uses the words of famous thinkers, leaders in the field of assessment and the words of those who have lived the experience in our district. We often use this at the end of a session as a way to encourage new thinking about assessment practices. (Music Credit: “Shadow by Lindsey Sterling).

We have a multitude of other documents that we have developed to support the scaling up of this project, everything from powerpoints to a planning tool for teachers and even a guide for parents. (Click here to download the Digital Portfolio Parent Guide). A big thank you to the #sd36learn educators in our district (many are mentioned above) who have been creating these documents “just in time.”

There are other educators across our province who are also doing significant work with Digital Portfolios. You can read more from Ian Landy, Principal of Sorrento Elementary, on his website. You can read more about Kindergarten/Grade 1 teacher Michelle Hiebert’s journey with e-portfolios on her website as well.

Innovation is messy signpost 2Your are welcome to contact us if you would like more information.

The more we can do to help travel this uncharted path together, the lighter the load for all.

Our Journey into Pedagogical Documentation


Stand aside for a while and leave room for learning,
observe carefully what children do, and then,
if you have understood well,
perhaps teaching will be different from before.
Loris Malaguzzi

Some Investigations Last Minutes
“Inquiry shaped our belief that pedagogical documentation furthers a strength-based image of children, makes their thinking visible, provides for student and teacher reflection and helps drive a co-constructed responsive curriculum . . . Pedagogical documentation is powerful and important when put into practice with our students.” Those are the words of Surrey elementary teachers Hilary Wardlow, Kerri Hutchinson, Laura Verdiel, Lora Sarchet, Niki Leech, and Courtney Jones as they recently celebrated their journey to better understand and implement pedagogical documentation.

Reggio PD TeamWhere did their learning begin? Hilary, Lora and Niki attended Pedagogical Documentation as a Professional Development Tool sponsored by the Vancouver Reggio Consortium Society in October 2014, which sparked their interest in pursuing their learning further. They decided to put forward an application to the Britich Columbia Teacher’s Federation (BCTF) Teacher Inquiry Program to explore pedagogical documentation and extended an invitation to other SD36 Reggio inspired educators: Courtney, Laura and Kerri, to join them. They were awarded the BCTF Program for Quality Teaching grant in late November, jointly sponsored by the BCTF, the Surrey Teachers’ Association (STA) and Surrey Schools (SD36). BCTF Inquiry Facilitators Henry Lee and Catherine Quanstrom provided their expertise in guiding the team in monthly ½ day sessions.

In addition to release time for inquiry sessions, the group used grant funds to observe classes at Meadowbrook Elementary School, the Reggio inspired elementary school.  Classroom teachers, Harpreet Esmail and Shannon Bain, hosted the team’s visit to observe student-led inquiry and pedagogical documentation, generously debriefing their learning.  As well, the team attended four evening dinner sessions focused on pedagogical documentation which were facilitated by Bev Superle, Director of Vancouver Reggio Consortium Society and hosted by SD40.

The team connected regularly through release-time, self-directed Pro-D, Twitter (#sd36reggio) and Facebook as they explored numerous digital and non-digital ways of documenting learning. Their celebratory slideshow below provides a brief summary into their learning.

Simultaneously, many of these same educators, with the addition of Sandra Ball, (Inner City Early Learning Helping Teacher), Sarah Schnare, Carrie Donahue, Julia Thompson from Surrey and teacher teams from four other districts (Richmond, Delta and Burnaby) were engaged in a Cross-District Reggio-Inspired Mathematics Project. Based on the BC Association of Mathematics grant proposal submitted by Richmond teacher consultant, Janice Novakowski, the participating districts asked the question, “Beyond problem-solving which is inherently inquiry-based, are there other practices that nurture mathematical inquiry?” In total, twenty teachers were involved in this pilot.

Janice Novakowski articulates,”Reggio-inspired practices, drawing upon the pedagogy of the early learning schools in Reggio Emilio, Italy, are becoming an area of professional interest to teachers in BC. Many teachers are weaving Reggio-inspired practices into their early primary programs having students share their learning through their “hundred languages” and bring in natural materials, authentic experiences and a focus on the child as being capable.”

The BCAMT pilot focused the teachers’ inquiries around several key questions: “How might Reggio-inspired practices be used in the area of mathematics? What does mathematical inquiry look and feel like in early primary classrooms? How can we ‘make learning visible’ for our youngest students?”

image1How did this transformation of the teaching experience look in the classroom? Janice Novakowski provides specific ways to create the conditions to focus the learning through an inquiry lens: “For example, the teacher may pose the question ‘What is a pattern?’ or ‘How many different ways can yo represent 7?’ and lay out a variety of materials for students to choose from and investigate as they think about the inquiry question. Wondering, observing, thinking, representing, sharing and reflecting are all practices embedded in an inquiry approach and are foundational to Reggio-inspired practices.”

This group also intentionally set  out to foster the creation of an active reggio-inspired professional learning community through “encouraging an online presence and sharing experiences through twitter and blogs.” Share, share, share. Whether it was through workshops, release days of active face-to-face learning, teachers were engaged in deep learning around their own professional practice and widening the circle to include others across the province.  Just as they explored how children could document their learning, these teachers were equally committed to documenting and making their own learning visible for others.

Both of these professional inquiry groups used Reggio Emilio practices as a foundation from which to explore, build and renew their learning journey as teachers. As these educators were encouraged to create joy and wonder in their own students’ learning, they found unanticipated joy and wonder in their own learning as well.

Author’s Note: Special thanks to Teacher Consultants Sandra Ball and Janice Novakowski and Reading Advocate Courtney Jones for their contributions to this article.

The Sharing Continues

Tweet Ignited

Our Engaging the Digital Learner: Learning by Design series continues to be a motivational, inspirational and informative event for the 280 educators that join us each evening. The sessions are designed so we hear learning stories through four Ignite presentations, with table talk in-between, dinner for more continued conversation and then an opportunity to hear a keynote address. The seating arrangement typically includes three representatives from each school, three schools at a table and up to 10 in total. The teams are committed to all sessions with the intention that they take back their learning, share it with others, and experiment with new ideas around teaching and learning. What happens, however, is that the learning doesn’t take place just there in that room each evening. We have it livestreamed so others can watch it at home and even those that aren’t watching the livestream are following along our #sd36learn hashtag. Apparently we were so active in sharing our learning that night that our hashtag was trending during the session. It is fascinating to see how professional learning, in an era of technology, is now spilling out of its traditional boxes and spreading across organizations through the power of the internet and social media.

Nathan Horne is a PE teacher from Singapore that was on his spring break to visit relatives in White Rock. Our PE Helping Teacher Glenn Young reached out and asked if Nathan would be willing to do an Ignite for us. We were not disappointed! Here is his Ignite: Giving our Students a Physical Education for the Future.
 

Alyssa Becker, a Science teacher from Sullivan Heights Secondary shares with us her passion about travelling to new places with her students, Student Travel:

Curtis Weibe, a Teacher-Librarian from Strawberry Hill Elementary challenges us to Think Differently.

Each night I try to keep something that we are doing a bit of a surprise for the attendees. Bringing in young people, as young as grade 2, to present at Ignite was a wonderful and refreshing opportunity for us as educators to learn right from students. Jaslehna and Mya, two seven year olds from Woodward Hill Elementary School, share their message: You Are Never Too Young.

Our keynote presenter, Jan Unwin, works as the Superintendent of Grad Transitions for the B.C. Ministry of Education. Her presentation was outstanding and she encouraged us not to wait for the Ministry to make changes to legislation or curriculum but to do what we know is right for our students. In her own words, “We can’t wait for the Ministry of Education to clear all the brush. It has to come from you.”

I hope you find the opportunity to enjoy these stories and perhaps even show a clip to your colleagues or use one as a conversation starter at a meeting. We have so much we can learn from each other, let’s continue the sharing.

Note: Special thanks to Sarah Garr for her ongoing assistance with the Ignites each evening. Thank you to Karen Lirenman for providing us with her grade 2 students.