Self-Assessment for Enhanced Learning Environments
Personalized Learning Self-
Assessment Process
An Overview
To know whether kid·FRIENDLy is being successful, we must
gauge the extent to which schools are using key grant
components to create meaningful personalized learning
environments across multiple classrooms.
This self-assessment process is critical to
knowing how much progress we’ve made,
and where we go in the next two years of
the grant
.
Self-Assessment as a Mechanism for Learning
•
Given that this grant has only been implemented for
two
years,
no
school is expected to demonstrate the sustaining level (the highest
rating) of personalized learning
, and certainly not on all components
of the Personalized Learning Continuum.
•
Likewise, schools have focused their efforts around specific
innovations and may be utilizing certain kid·FRIENDLy grant supports
more than others. Therefore,
schools are also not expected to obtain
high ratings on all dimensions of the Driver Implementation
Continuum
.
Just as classroom teachers formatively assess their students
so they can make adjustments in their instruction and give
students descriptive feedback for continuous improvement
,
this self-assessment process helps schools deepen their self-
awareness of their strengths and growth areas and supports
the on-going work of making learning more personalized for
all students.
Note
•
Results of your school’s self-assessment will not be shared
with any other school.
•
Schools will not be penalized or rewarded in any way for
their self-assessment results.
•
This process solely serves the purpose of reflecting on your
progress and planning for the future.
An Overview of the Process
•
Assemble a self-assessment team (p. 2)
•
Get familiar with two key rubrics:
•
The Driver Implementation Continuum (p. 3-4 and Appendix A)
•
The Personalized Learning Continuum (p. 4-6 and Appendix B)
•
Make an initial round of self-ratings (p. 6-7)
•
Consider evidence that would support or challenge your self-ratings
(p. 7-9)
•
Make a final round of ratings (p. 9)
•
Reflect on the results (p. 9)
Self Assessment Team (p. 2)
School principal
1-3 other members of the school’s leadership
team
1 or more teachers
5 Key Drivers (p. 3 and Appendix A)
Driver 1: Students as Leaders
Driver 2: College and Career Readiness
Driver 3: Communities of Practice
Driver 4: Community-Based Child-care*
Driver 5: Communities of Learners
*Not included in the Driver Implementation Continuum
The Driver Implementation Continuum (p. 3-4
and Appendix A)
For each driver, you will self-assess in the following 3 categories:
1.
Participation in Grant Supported Activities
2.
Knowledge of the kid-FRIENDLy and Personalized Learning
Framework and key terms associated with the Driver
3.
Knowledge of Performance Measures
Driver Implementation Continuum: Five
Performance Levels (p. 3-4 and Appendix A)
1.
Continuing the Status Quo
2.
Starting
3.
Implementing
4.
Scaling Up
5.
Sustaining
Personalized Learning Continuum (App. B)
The Personalized Learning Continuum is based on research literature
and well-established theories about student motivation and optimal
learning environments (see Bibliography).
The Continuum presents a comprehensive framework for describing a
school that has created sustainable structures and practices that foster
student empowerment in the learning process, fluidly adjusting the
pace and location of learning to meet the student at his or her
individual readiness level.
Personalized Learning Continuum:
4 Standards
The Continuum is divided into four standards which represent key
perspectives on personalized learning. Schools that are truly
personalized will differ dramatically from traditional schools relative to
the
learning process
, the overall
school climate
(which requires a
change in leadership perspective and behavior), and in the attitudes
and activities of
teachers
and
students
.
Reminder: The process
Assemble team
Get familiar with the continuum documents
Make initial round of ratings and compare
Consider evidence to support, challenge, or clarify your ratings
Make a final round of ratings
Evidence Sources
Evidence will be especially important if your
initial ratings are high
for
particular areas on one or both continuums, if
individual ratings are
inconsistent
from member to member, or to
substantiate areas rated
high on the team’s final consensus ratings
(Step 6).
Sources might include a
review of artifacts
(p. 7),
interviews
with
select groups of teachers or students (p. 8 and Appendixes C and D),
and
observations
of select classrooms (p. 8 and Appendix E).
Final Ratings and Reflect on Results (p. 9 and
Appendix F)
Make sure all team members can review various sources of evidence
and then make a final round of ratings (electronic).
Use Appendix F to reflect on results – Plus, Delta, Next Steps.
Email to
rocksolid@wku.edu
:
Driver Implementation Continuum final ratings
Personalized Learning Continuum final ratings
Reflection and Planning Tool (Appendix F)
A Final Note
Thank you for the time you devote to this self-assessment process.
Your efforts will pay off in terms of better understanding your school’s
progress toward personalized learning and how grant leaders can
better support your work.
Questions? Please email
rocksolid@wku.edu
Explore the process of self-assessment in schools to create personalized learning environments, reflecting on progress and planning for the future.
Download Presentation
Please find below an Image/Link to download the presentation.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author.If you encounter any issues during the download, it is possible that the publisher has removed the file from their server.
You are allowed to download the files provided on this website for personal or commercial use, subject to the condition that they are used lawfully. All files are the property of their respective owners.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author.
E N D
Presentation Transcript
Personalized Learning Self- Assessment Process An Overview
To know whether kidFRIENDLy is being successful, we must gauge the extent to which schools are using key grant components to create meaningful personalized learning environments across multiple classrooms. This self-assessment process is critical to knowing how much progress we ve made, and where we go in the next two years of the grant.
Self-Assessment as a Mechanism for Learning Given that this grant has only been implemented for two years, no school is expected to demonstrate the sustaining level (the highest rating) of personalized learning, and certainly not on all components of the Personalized Learning Continuum. Likewise, schools have focused their efforts around specific innovations and may be utilizing certain kid FRIENDLy grant supports more than others. Therefore, schools are also not expected to obtain high ratings on all dimensions of the Driver Implementation Continuum.
Just as classroom teachers formatively assess their students so they can make adjustments in their instruction and give students descriptive feedback for continuous improvement, this self-assessment process helps schools deepen their self- awareness of their strengths and growth areas and supports the on-going work of making learning more personalized for all students.
Note Results of your school s self-assessment will not be shared with any other school. Schools will not be penalized or rewarded in any way for their self-assessment results. This process solely serves the purpose of reflecting on your progress and planning for the future.
An Overview of the Process Assemble a self-assessment team (p. 2) Get familiar with two key rubrics: The Driver Implementation Continuum (p. 3-4 and Appendix A) The Personalized Learning Continuum (p. 4-6 and Appendix B) Make an initial round of self-ratings (p. 6-7) Consider evidence that would support or challenge your self-ratings (p. 7-9) Make a final round of ratings (p. 9) Reflect on the results (p. 9)
Self Assessment Team (p. 2) School principal 1-3 other members of the school s leadership team 1 or more teachers
5 Key Drivers (p. 3 and Appendix A) Driver 1: Students as Leaders Driver 2: College and Career Readiness Driver 3: Communities of Practice Driver 4: Community-Based Child-care* Driver 5: Communities of Learners *Not included in the Driver Implementation Continuum
The Driver Implementation Continuum (p. 3-4 and Appendix A) For each driver, you will self-assess in the following 3 categories: 1. Participation in Grant Supported Activities 2. Knowledge of the kid-FRIENDLy and Personalized Learning Framework and key terms associated with the Driver 3. Knowledge of Performance Measures
Driver Implementation Continuum: Five Performance Levels (p. 3-4 and Appendix A) 1. Continuing the Status Quo 2. Starting 3. Implementing 4. Scaling Up 5. Sustaining
Personalized Learning Continuum (App. B) The Personalized Learning Continuum is based on research literature and well-established theories about student motivation and optimal learning environments (see Bibliography). The Continuum presents a comprehensive framework for describing a school that has created sustainable structures and practices that foster student empowerment in the learning process, fluidly adjusting the pace and location of learning to meet the student at his or her individual readiness level.
Personalized Learning Continuum: 4 Standards The Continuum is divided into four standards which represent key perspectives on personalized learning. Schools that are truly personalized will differ dramatically from traditional schools relative to the learning process, the overall school climate (which requires a change in leadership perspective and behavior), and in the attitudes and activities of teachers and students.
Reminder: The process Assemble team Get familiar with the continuum documents Make initial round of ratings and compare Consider evidence to support, challenge, or clarify your ratings Make a final round of ratings
Evidence Sources Evidence will be especially important if your initial ratings are high for particular areas on one or both continuums, if individual ratings are inconsistent from member to member, or to substantiate areas rated high on the team s final consensus ratings (Step 6). Sources might include a review of artifacts (p. 7), interviews with select groups of teachers or students (p. 8 and Appendixes C and D), and observations of select classrooms (p. 8 and Appendix E).
Final Ratings and Reflect on Results (p. 9 and Appendix F) Make sure all team members can review various sources of evidence and then make a final round of ratings (electronic). Use Appendix F to reflect on results Plus, Delta, Next Steps. Email to rocksolid@wku.edu: Driver Implementation Continuum final ratings Personalized Learning Continuum final ratings Reflection and Planning Tool (Appendix F)
A Final Note Thank you for the time you devote to this self-assessment process. Your efforts will pay off in terms of better understanding your school s progress toward personalized learning and how grant leaders can better support your work. Questions? Please email rocksolid@wku.edu
