Washington State University Puyallup (WSUP) College of Education Department of Educational Leadership and Counseling Psychology Ed Psy 510

Assessment of Learning Fall 2013 Instructor/Contact Information: Dr. Glenn E. Malone (253) 318-6793 gemalone@wsu.edu Course Information Thursdays 5:45-8:30 Puyallup School District Office (Pioneer Room) August 22 - December 12 Required Course Materials Leading with Data: Pathways to Improve Your School Ellen Goldring and Mark Berends ISBN 0761988343 Corwin Press 9/17/08 Other books, articles, websites, and artifacts will be used throughout the course, but do not require purchase by students. Course Assignments A. Reading and Written Assignments: Reading assignments will include textbook assignments, articles, websites, and materials obtained from professional associations and school districts. Students will be required to demonstrate their learning through discussions and assignments. Students will be required to interview an administrator in order to learn and wirte a synopsis of the school or district improvement planning process. Several reading and writing assignments will be shared with the class for discussion. Participation in class discussion is expected. Written assignments will be required throughout the course and will be assessed for quality of content and professional communication. B. Assessment Portfolio: Each student will create and present an

assessment portfolio. The objective is that each student creates a useful document for his/her professional library. This portfolio will contain material about assessment that is pertinent to the work of an educational administrator. It will be presented as a culminating project at the end of the course. C. Leadership Plan: Students will develop a leadership plan that calendars ways in which their leadership will be rooted in data-based decision making aimed at improving culture, teaching, and learning. This plan will be presented to the class. D. School Culture Presentation: Students will present a plan for using formative and summative data to promote or improve a positive learning environment. The plan will demonstrate depth of knowledge of the TPEP framework, CCSS, and Student Growth Goals. This plan will focus on PLCs, social justice, and the role of leadership in creating a positive culture. Students will present this plan in class. E. Book/Article Reviews: Students will review various books, articles, and websites related to assessment. They will present overviews of their reading to the class. Student Evaluation On-time, daily attendance is expected. Any exceptions to this must be pre-arranged with the instructor. In order to be considered for grading, all assignments must be complete and presented in a professional manner on their due date. Some class presentations may include technology; due to time constraints, powerpoint presentations are limited to eight (8) slides. Students will honor time, confidentiality, and one another through their professional conduct in class. Course grades will be determined through a weighted grading of the following areas: Participation in discussions 20% There will be opportunities at every class session for engaged discussion. Capitalizing on these opportunities to share, listen, and reflect will assure full credit in this area. If there are concerns about participation, the instructor will address them privately and expect improvement. If there is improvement, full credit will be awarded. Participation Grading Criteria:

Present at Each Session (unless prior arrangements are made) On Time to Each Session Active Listener Reflective and Respectful Speaker Written Assignments 20% Several written assignments will be required in this course. These asignments will vary in length, purpose, topic, and audience. They will be individually graded and that grade will be averaged and weighted as 20% of the overall course grade. Written assignments must be emailed in advance of their due date, or delivered in hard copy the night of their due date. (student choice) Written Assignment Criteria: Quality of Content Professional Communication Present Thinking Through the Lens of a Principal Assessment Portfolio 30% Throughout the course of the semester, every student needs to write a total of 10 reflections about course content. These reflections should be limited to one page each. They should be written so that the student can refer to them for information or nuggets of wisdom that will help them in their future administrative role. The source of this writing may be inspired by class discussion, text, peer presentations, or other related experiences to this course. These 10 pages will constitute 1/3 of the grade in this area. The second section of the portfolio is a collection of 10 useful artifacts that relate to assessment for principals. These artifacts may be materials provided in class by the instructor or classmates. They should represent research or concepts in assessment that will prove to be valuable in future administrative roles. The final third of the grade will be the presentation of the portfolio which students will do at the end of the semester. The presentation should showcase the general learnings identified in the written reflections and provide rationale for the the selection of the artifacts. Assessment Portfolio Criteria: 10 Well Written Reflections 10 Useful Artifacts Depth and Breadth is Evident in Organized and Useful Product Clear and Professional Presentation Leadership Plan 10%

Students will write and present a leadership plan that calendars ways in which their leadership will be rooted in data-based decision making aimed at improving culture, teaching, and learning. It should address those issues in a wirtten form followed by a calendar-specific plan that would benefit a practicing principal in the area of assessment. The plan should be designed to serve as a guide for them in their future roles as principals. It may be done electronically or in hard copy. This plan will be presented in class. Plan Criteria: Quality of Content Professional Communication School Culture Presentation 10% Students will present a plan for using formative and summative data to promote or improve a positive learning environment. The plan will demonstrate depth of knowledge of the TPEP framework, CCSS, and Student Growth Goals. This plan will focus on PLCs, social justice, and the role of leadership in creating a positive school culture. Students will present this plan in class as if the class were the school board. This will be a powerpoint presentation limited to 8 slides. Presentation Criteria: Quality of Content (TPEP, CCSS, Student Growth Goals) Applicability of Plan in terms of PLCs and Social Justice Clear Statements about the Role of the Principal in Implementation Professional Communication Book/Article Reviews , Interview and Philosophy Presentations 10% After reviewing various books, articles, and/or websites related to assessment, students will present written and/or oral overviews of their reading. If presenting to the class, powerpoints are welcome but not required. These reviews should highlight the key elements of the reading as well as a personal connection to the material (how it would be used in practice). A presentation summarizing an interview with a district administrator will also be required. This presentation will address that learning about the school and/or district improvement plans. A personal philosophy of assessment will be developed and shared in class. It will be presented as if you are sharing your beliefs about the usage of data with your first staff. A successful philosophy presentation will include reference to TPEP, CCSS, and student growth data as it relates to personal and professional beliefs that you hold. Review Criteria: Thoughtfulness and Depth of Summary Meaningful Application of Research for Peers Application of agree, aspire, argue

Course Details Date 8/22 Class Activities 1) Introductions 2) Course Overview: begin building assessment portfolios 3) Vocabulary Review & discussion of assignment on the articles 4) Discussion (role of assessment through the lens of highly effective schools research) 5) Discuss visual models of thinking about data (Data Wise and Using Data to Improve Learning for All) 6) Intro to SIPs (identify key components and data used start coordinating an interview with an administrator) No Class Assignment(s) Due 9/5 1) Bring your districts vision and mission statement to class 2) Read the assessment articles through the lens of a principal and write a 1 paragraph response to each of the articles provided.

8/29

Finalize work for 9/5 Due 12/5 1) Begin organizing your Assessment Portfolio Limited work time will be allocated in late November

9/5

1) Discuss and collect paragraph assignment 2) Share and discuss district vision/mission statements 3) Review Mission/Vision using Figure 3.3 (relate to values and goals) 4) KWL on SIP/DIP - focus on the distinction between formative and

Due 9/12 1) Prepare a presentation of your learnings from SIP/DIP interviews from your school or district 2) Read Ch 1 and 2 in Leading with Data

9/12

summative data points 5) Develop key questions for administrator interviews about SIP or DIP 6) Discuss the 3 As assignment and the Assessment Portfolio 1) Review Vocabulary 2) Discuss Ch 1 and 2 3) Discuss and collect written (3As)assignments 4) Present learnings from SIP/DIP interviews 5) Discuss the key components of a meaningful SIP/DIP reference page 143 from The Example School Portfolio 1) Discuss Ch 3-6 2) Share written assignment (3As on Ch 3-6) 3) Discuss disaggregation of data - how does the principal assess MSP or HSPE data differently than a teacher, than a district office administrator? - what will you communicate with teachers and parents about data? 4) Discuss OSPI, AWSP, ESD, and other sources related to supporting principals with their work with data 5) Discuss assignment 1) Share reflection papers on SIPs 2) Discuss disaggregated data, and researched-based, realistic goals 3) Break out sessions: Managing Multiple Measures and What We Lose In Winning the Test Score Race

3) Write a 3 paragraph reflection of the reading using agree - aspire argue Due 9/19 1) Read Ch 3, 4, 5,and 6 in Leading with Data 2) Write a 3 paragraph reflection of the reading using agree - aspire argue Due 9/26 1) Write a reflection paper about the usefulness of SIPs

9/19

9/26

Due 10/3 1) Develop your philosophy of assessment what will you adhere to in your practice as a principal? - Put the main concepts into a

powerpoint presentation that you could share with your first staff. Prepare to share it next week. 10/3 1) Share philosophy presentations 2) Discussion (who are our stakeholders and how do we involve all of them?) 3) In small groups, develop a plan that reflects a systemic plan for involving stakeholders in decision-making. 1) Review Ch 7 and 8 through discussion of written assignment 2) Discussion (How does the use of data strengthen schools?) 3) Discussion (What are observational data points and growth opportunities for staff members?) 4) Select an assessment book/article/website for review. 1) Share book, article, and website reviews 2) Discussion (How do we assess and evaluate the work of teachers and principals?) 3) Review changes in Teacher & Principal Evaluations per E2SSB 6696. 4) Share Appendix A: Qualities of Effective Teachers from Linking Teacher Evaluation and Student Learning Due 10/10 1) Read Ch 7 and 8 in Leading with Data 2) Write a response to the reading.

10/10

Due 10/17 1) Read Ch 9 and 10 in Leading with Data 2) Read the assessment book /article/website and provide the class with a handout that gives an overview of the book, article, or website related to assessment. Due 10/24 1) Create a presentation for your staff that explains TPEP use http://tpep-wa.org as one of three references

10/17

10/24

1) Share TPEP Presentations 2) Review Formative, Summative, TPEP, CCSS and AMO 3) Discuss the School Culture Plan 1) Work time on school culture plan 2)Review Leadership Plan assignment

1) Begin drafting a School Culture Plan that will be Due 11/7 Due 11/7 1) Finish School Culture Plan prepare to present them in class Due 11/28 1) Begin drafting a Leadership Plan

10/31

11/7

11/14

1) Share School Culture Plans 2) Review Leadership Plan and Assessment Portfolio assignments and provide time to work on plan and portfolio 1) Review the rubric for the Leadership Plan 2) Possible AWSP Visit? 1) Share Leadership Plan 2) Review Assessment Portfoilio Assignment 1) Share Assessment Portfolios 2) Review of Learning vocabulary cards through TPEP etc. 3) Course Evaluation

Due 11/21 1) Leadership Plan Due 12/5 1) Assessment Portfolio

11/21

12/5

Student Learning Outcomes and Assessment Learning Outcome #1: Students will learn to identify, analyze, and apply data to improve student outcomes. Assessment: In conjunction with class readings and discussions, students will provide evidence of their learning through class discussions, presentations, assignments, and assessment portfolios that are presented to the class.

Learning Outcome #2: Students will learn specific ways to improve teaching and learning by effectively using data in their practice. Assessment: Students will present learnings about school improvement and culture improvement (TPEP-centered) action plans to the class. These plans will use formative and summative data to focus on the task of improving teaching and learning in their schools. Learning Outcome #3: Students will determine how and when to use data-based decision making as an instructional leader. Assessment: Students will develop a leadership plan that calendars ways in which their leadership will be rooted in databased decision making aimed at improving culture, teaching, and learning. This plan will be presented to the class. Course Objectives (Learning Outcomes) At the end of Course topics this course, that address students should this learning be able to: outcome: Knowledge Demonstrate an MSP/HSPE and understanding Background of the role of OSPI Data the principal as it relates to the TPEP effective use of data. CCSS Continuous Cycle of Analysis Examine the management and leadership issues for effective data management and goal setting that correlate to instructional practice and improvement. Explore the implications that using data in practice and decisionmaking has on District Strategic Plans School Improvement Plans Departmental and Individual Teacher Goals District Strategic Plans School Improvement This objective will be evaluated primarily by: Class discussions Class Presentations Assessment Portfolio Class discussions Presentation of Learning about the School Improvement Plan Presentation of Culture Plan Class discussions Presentation of Learning about the

Culture; Core Values

school culture.

Plans

School Improvement Plan Presentation of Leadership Plan

Data analysis, accountability, purposeful data usage, and school improvement planning will be major topics for this class. A pragmatic approach to data and its usage in schools will be at the core of our reading and discussion. Our focus will be to develop meaningful and data-centered portfolios that can be used by each student in his/her internship and administrative practice. This class will address the following Interstate School Leaders Licensure Consortium (ISLLC) Standards: Standard 1: A school administrator is an educational leader who promotes the success of all students facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. the principles of developing and implementing strategic plans information sources, data collection, and data analysis strategies effective communication

Standard 2: A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional development. student growth and development curriculum design, implementation, evaluation, and refinement principles of effective instruction measurement, evaluation, and assessment strategies

Standard 5: A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner.

 process

bringing ethical principles to the decision-making using the influence of ones office constructively and productively in the service of all students and their families

Policy on Academic Integrity: WAC 504-25-015 Academic Dishonesty WSU is committed to principles of truth and academic honesty. Cases of academic dishonesty will be processed in accordance with the Academic Integrity Policy, as specified in the Student Handbook. Academic dishonesty includes all forms of cheating, falsification, fabrication, multiple submission, plagiarism, abuse of academic materials, complicity in helping or attempting to help another or others commit an act of academic dishonesty or misconduct. The expectation of the University is that all students will accept these standards and conduct themselves as responsible members of the academic community. These standards should be interpreted by students as a general notice of prohibited conduct. They should be read broadly, and are not designed to define misconduct in exhaustive forms. Faculty and their departments also have jurisdiction over academic matters and may also take academic action against students for any form of academic dishonesty discovered in their course. Any violation of the Academic Integrity policy may result in failure of the course and will be reported to the Office of Student Conduct. For additional information about WSUs Academic Integrity policy/procedures please contact (360) 546-9781. Policy on Incomplete Grades: A student may only receive an incomplete in this course if there are circumstances beyond the students control that require an extension in fulfilling the assignments of this course. Circumstances beyond students control are: disease, death and natural/man-made disasters. An inability to complete work due to other obligations (i.e. other course work or duties related to clinical or RA/TA duties) will not qualify for receiving an incomplete. It is the professors discretion to determine what circumstances will be considered acceptable for an incomplete. If it is not determined acceptable, the student will receive a grade based on the work completed in the class at the end of the semester. If you have foreseeable health concerns/conditions that may affect performance in class, please talk with the professor before hand so a plan can be made to accommodate your needs. Examples of these

conditions are chronic health issues, scheduled elective surgeries, birth, etc. If an incomplete is given, please note that a student has one semester to complete the course work. If the work is not completed within one year and no extension has been requested and approved, the student will receive a failing grade in the course. Documented Disabilities Disability Resource Services Reasonable Accommodations Statement: Reasonable accommodations are available for students who have a documented disability. Classroom accommodation forms are available through the Disability Services Office. If you have a documented disability (even temporary) make an appointment as soon as possible with the Disability Services Coordinator. You will normally be required to supply recent medical documentation of your disability to the Disability Services Coordinator. You will provide your instructor with the appropriate classroom accommodation form from Disability Services during the first week of class. Late notification may mean that requested accommodations might not be available. All accommodations for disabilities must be approved through the Disability Services Coordinator at Disability Services, located in the Student Resource Center on the Lower Level of Student Services Center (360) 546-9138. Emergency Notification System If school is canceled in the Puyallup School District our WSUP class will also be cancelled.