Over the course of this school year we are focusing on being tight as grade level and job-alike teachers on what proficiency looks like in your content. The goal of proficiency based progress is to provide the following for students:
1. A common expectation of what it means to show proficiency on their I Can statements
2. Explicit feedback linked to the I Can statements
3. The ability to show proficiency in multiple ways
It is great practice for a department or grade level team to check on what proficiency means in your content area on a continual basis. The most common way for educators to check for inter-rater reliability on proficiency is to select an I Can statement (or a few) and each bring student work that you would assess as proficient. As a team then hold a discussion as to why you selected this student work to exemplify proficiency and hold each other accountable to the expectation of the I Can statement. It is also great practice to take this activity a step further and as a team determine what feedback you would give each student on thier work that is directly linked to the I Can statement. As a team you may even want to bring a proficient example and one that misses the mark, so you can all practice the explicit feedback. This type of norming practice can assist our staff in further understanding how proficcny is defined at your grade level and department. We know many teams are already doing this type of practice and we applaud you for that! We would encourage all teams do conduct this type of norming of proficiency at least once a month. If your team ever would like support on this process or assistance in running this type of session, do not hesitate to contact Mike and Sarah.
No comments:
Post a Comment