Personal Reflections

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Personal Reflections

• Assessment Background
• Student Involvement
• A Students Test Score

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Personal Reflections

• Projects
• Resources / Network
• Further Coursework
• Career Opportunities

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FHS Work

• CIA Maps Created
• CRTs Created
• Test Analysis
• Item Analysis
• Distractor Analysis
• Reliability (KR20)

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Summary Statistics
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Benefits

• Improving assessment practices
• Assessment working as intended
• Immediate feedback
• Curriculum improvement

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UNL Leadership For Learning (NLL)
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Leadership for Learning Goals

• Participants will
• Reflect upon the mission, vision, values and
  goals for your school or organization.
• Identify and analyze your role as a leader in an
  accountability era.
• Understand assessment and how it relates to
  improved student learning and school improvement.
• Be able to interpret and apply data for increased
  student achievement.
• Demonstrate an understanding of the change
  process and develop a cohesive plan of action for
  your school or organization.
• Develop the capacity for visioning, valuing and
  building of a professional learning community in
  your school or organization.

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Nebraska Leadership for Learning . . .

• Participant Reflections

The world of education is changing from a focus
on teaching to a focus on learning.
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Learner Point of View 1
The world of education is changing from a focus
on teaching to a focus on learning.

• Effective leaders know and understand the
  components essential to improvement.

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Learner Point of View 2
The world of education is changing from a focus
on teaching to a focus on learning.

• There exists a wealth of professional expertise
  to tap into within the field of education.

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Learner Point of View 3
The world of education is changing from a focus
on teaching to a focus on learning.

• The Leadership for Learning experience was
  designed with practicing educational leaders in
  mind.

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Professional Learning Communities
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The Nebraska Leadership for Learning Cohort was
a significant professional growth experience for
me!  The instructors and members of the group
displayed professionalism, a desire to learn and
grow, and an incredible amount of expertise as
members of the education field.  My learning was
the result of working collaboratively within
whole group and small group settings, listening
to dynamic speakers with topic expertise, and
networking with cohort partners.  It was obvious
that the cohort was designed with practicing
educational leaders in mind, as I found
everything we did pertinent to what I am
currently doing at my district." ---Jan K. Hoegh
---A Personal Thought
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Characteristics of Professional Learning
Communities

• Shared mission and values
• Collective inquiry
• Collaborative teams
• Action orientation and experimentation
• Continuous improvement

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Sustaining Change Through Effective Communication

• What do we plan for?
• What do we monitor?
• What do we model?
• What questions do we ask?
• What do we allocate time for?
• What are we willing to confront?
• Keep it simple

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Building Effective Collaborative Teams

• Build time for collaboration during school day
• Purpose of collaboration is made specific
• Training and support to be effective
  collaborators needed
• Educators must accept responsibility to work
  together as true professional colleagues

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The Passion of Creating Professional Learning
Communities

• A passionate task not a checklist approach
• Focused on desire to succeed
• Community of caring and mutual concern
• Is a non-linear dynamic process
• Is a persistent endeavor
• Will help the school respond to future problems
  rather than accepting things as they are

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References

• Barth, R. (2003). Lessons learned Shaping
  relationships and culture of the workplace.
• DuFour, R., DuFour, R., Eaker, R., Karhanek, G.
  (2004). Whatever it takes How professional
  learning communities respond when kids dont
  learn.
• Fullan, M. (2001). Leading in a culture of
  change.
• Linn, R., Miller, D. (2004). Measurement and
  assessment in teaching.
• Stiggins, R. J. (2005). Student-involved
  classroom assessment.

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Contact Us

• Dr. Delwyn Harnisch, harnisch_at_unl.edu
• Dr. Jody Isernhagen, jisernhagen3.unl.edu
• Dr. Cindy Gray, cgray_at_epsne.org
• Jan Hoegh, jhoegh_at_esu9.org
• Darin Kelberlau, darin.kelberlau_at_gmail.com
• Tom Neumann, taneuman_at_mpsomaha.org