Practicum #1: Option B

• Make a list of the ways you have supported best assessment practices in the last
few weeks (or months). Think about conversations you may have had, products such
as memos or articles you may have shared, and/or observations of practice with
follow-up discussions.

• In summary, write five-seven sentences, describing your assessment leadership.

Conversations
● How to structure observational assessment
● Providing rubrics with assignments
● Benefits of providing feedback while assignment is in progress
● Blooms - how to increase complexity of what we’re asking of students while
still being accessible
● Within Literacy PLC - short cycle planning - how will we know?
● Providing feedback through Clevr after walk throughs (connection to teaching
standards)

Collaboration
● Developing choices for end of unit assessment
● Backwards planning
● How to apply rubric for SRSD pilot

Providing Support
● Getting creative with extra time for planning, assessment, and updating IPP’s
● Delivering professional development: Effective and Equitable Assessment
● Referencing of Aligning Achievement Levels and Reporting Codes graphic
● Report card comment feedback to ensure they are appropriate and relevant
Reflection

To be honest, when I first began compiling this list, I did not think I would be able
to complete the task. As I began to think more about conversations I’ve had with
teachers, I began to realize that I do ‘talk assessment’ more often than I realized.
However, it’s not always with intentionality; it often comes as a sidebar. During our
first course, I came to see myself as a ‘teacher of teachers’ and a leader in best
practice; however, although assessment is closely tied to instruction, it wasn’t
always where I began a conversation nor where we ended up. If I were to describe
my assessment leadership, I would call it unpredictable. Teachers need to know
that professional conversations with me will hold assessment as a focus and that I
am a partner in supporting them, not just incidentally.