Do we have to choose?

Throughout the state of Texas spring time is correlated with testing time. Now with Common Core adopted by many states, they understand our situation. As a classroom teacher who has given the state standardized testing and as a parent who has watch my children prepare for the state standardized testing, I have conflicting views. Now with the administrative conversations I have precipitated in, I am being pulled in another direction.

As a classroom teacher I understood that testing was to improve my teaching as well as reteach misconceptions. For my students it was a chance to see what they understood and what they needed to review. I viewed testing, at least on a local level, as a reflection piece.

It wasn’t until I asked in a meeting if my classroom data from local testing was viewed by other departments did my eyes open to a different perspective. Multiple departments use the data to track and improve staffing, curriculum, budget and many other factors. My local testing is my chance to have an input.

On state level, the stakes are a little higher; results can impact funding, student promotion, students’ choice of classes, and much more. I have learned if I teach my standards in depth and give my students the tools to think critically and independently, I have prepared them to be successful not only on the standardized tests, but in life.

When assessment works best, it does the following:

Provides diagnostic feedback •What is the student's knowledge base? •What is the student's performance base? •What are the student's needs? •What has to be taught?

Helps educators set standards •What performance demonstrates understanding? •What performance demonstrates knowledge? •What performance demonstrates mastery?

Evaluates progress •How is the student doing? •What teaching methods or approaches are most effective? •What changes or modifications to a lesson are needed to help the student?

Relates to a student's progress •What has the student learned? •Can the student talk about the new knowledge? •Can the student demonstrate and use the new skills in other projects?

Motivates performance

For student self-evaluation: •Now that I'm in charge of my learning, how am I doing? •Now that I know how I'm doing, how can I do better? •What else would I like to learn?

For teacher self-evaluation: •What is working for the students? •What can I do to help the students more? •In what direction should we go next?

from Why Is Assessment Important?

How can feedback hurt??

As an early childhood major, we were told to "praise, praise, praise". However over the years I have heard teachers "praise” that has made me cringe. I can only image how the child feels. The 12 Touchstone of Good Teaching, has reminded me what type of praise children need. Please take a moment and remember how to praise. Your words can affect a child more than you know.

The two type of feedback that are the most positive and most effective are non-controlling and growth mindset feedback. With a change of wording or a different inflection, we can change the way a child feels about himself/herself. Be cognizant of your words.

Non-controlling Feedback - Focuses on encouraging, motivating, and guiding learning. Growth-Mindset - A belief that reinforces the importance of effort and its link to achievement.

Mullan's Teaching Toolkit

a touchstone (noun)...

Webster's Dictionary defines a touchstone as a "fundamental or quintessential part or feature". As a classroom teacher I look for activities that will benefit my students today, but as a future administrator I try to think of benefits for my staff. 12 Touchstones is a program that has brought me back to my core, what I stand for and what I try to accomplish each day. I hope they are beneficial to you as well. 12 Touchstones of Good Teaching

Be Demanding, Be Supportive, and Be Intentional