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Prof. B's quote
You can walk into any school system large and small, and ask to see samples of work that’s proficient from 5 different 4th grade classrooms. You’ll get five radically different qualities of work.

This quote resonates so clearly about what I see daily in education. We have grade level members who are supposed to be teaching the same material but this doesn't seem to be the case. A parent has called because she has noticed an inconsistency of homework material for her twin boys. Even though the boys are in the same grade, one son is receiving homework material that her other son was doing 2 months ago. This inconsistency needs to stop. By infusing PLC (Professional Learning Communities) we need to insure that all students are currently at the same point in the curriculum.


Three more quotes.

1. We invest time and money in high-sounding plans and new programs we roll out each year with great fanfare. page 31

2. One teacher taught 28 times as much science as a teacher down the hall. page 37

3. The island school districts were successful - across socioeconomic lines - because leaders understood that effective teamwork is fundamental to success. page 127

These 3 points further provide evidence of inconsistencies that occur around the building.
1. We should not dismiss a program so quickly but rather spend time working together to analyze problems that we are incurring and possible solutions. We need to make an effort and provide adequate time for programs to take hold. Change takes time. Learning how to teach a new program takes time. To dismiss a program so quickly is an easy way out. We need a concerted effort from all parties involved to create the best action plan to allow success.

2. We need to hold each other accountable and responsible for what is being taught. By creating and participating in PLC's, I am hoping that this can be achieved. PLC's should be a time to present and reflect on practice that have been succeeding and failing, and creating solutions. This should be a time to generate ideas about upcoming units of instructions not only to create meaningful experiences for students but to hold accountable that the members of the PLC is involved in the same unit.

3. The previous two cannot be achieved without a cooperative effort. This creates the need for the PLC's. An environment where teachers can help each other grow and become more effective in what they do. To provide resources for each other and hold each other accountable. PLC's will serve as a forum for teachers to bring concerns and achievements so that we may improve, not only instruction but student learning and understanding.

These changes are needed to provide the most meaningful and fair education to all the students. We need to be willing to change for the sake of our students. I understand that what I am asking will take hard work, determination, and cooperation but it is essential to the success of our students.

Principal Pasieka

UBD mini unit

Reflection.

Although we are asked to do lesson plans following this method in my district, I have never truly created a unit plan following this format. I found that this model required more thinking and effective planning on my part to design a unit that of, what I would describe as true learning. I really like this model because of the"big idea" that the students are trying to attain.

I did run into some issues with this though at different points. I really struggled with stage 3 - the learning plan. I have to be honest that I have not thought about my lesson/units in that much detail in recent memory. I found my self thinking and pondering during the construction of this stage rather then writing.

Looking back at the unit plan I think that I have created an effective plan that will encourage learning of the bigger idea rather than the skill component that I have been used to planning for.


http://currfivethirtyubd.wikispaces.com/

Elementary assessment

In the article "Assessment for Learning in Upper Elemetary Grades" the author raises some intereseting points regarding assessement, particularly self-assessment, and the role it plays on the success of a student. He seems to describe how students personal use of self-assessment can either aid or defeat their intention. But I wonder if we as educators can truly change the way a student views themselves in the academic setting. Is it possible to take a child that shys away from risks because of the fear of failure and change them to see it a challenge that they must overcome.

I do believe that we can! It will take time. It will take a lot of effort. But if we can show students how to reflect back on experiences, find the faults, and change them to succeed, I feel we can get them to a point where they enjoy challenges.

However, I do see a problem. The teachers do not know how to use assessment for learning but only for grading. Stiggens writes "It remains the case today, as it has for decades, that teacher come into this profession with little or no preservice preperation in assessment, let alone assessment for learning." (Stiggens, 421). I will be the first to admit that I do not have a great capability in using assessment for learning in my classes. This needs to change first so that we may empower our students to do the same.

Stiggins, R. (2008). Assessment for learning in upper elementary grades. Phi Delta Kappan, 90 (6), 419-421.