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Three strands defined the conference: Systemic Alignment, Professional Learning Communities, and Tracking Student Performance. Project teams broke into three strand groups. The strand groups spent six hours over a two-day period engaged in inquiry around these themes. Opportunities to share strand work with others were provided in two team meetings and in the second Work-Alike group sessions.
Systemic Alignment How do we know what to teach when and how will it be assessed across the educational system? Looking beyond the current wave of efforts to align K-12 curriculum, this strand examined strategies for linking pedagogy, assessment, and curricula K-16, as well as the human and physical resources to accomplish such an alignment. Questions focused on identifying indicators of alignment, interfacing K-12 with higher education programs, and promoting the leadership skills required to develop and support alignments. Strand participants engaged in activities that used strategies for measuring alignment between curriculum and assessment. Strand Summary>> Resources:
Also, during Systemic Alignment strand activities, the standards for Texas 8th grade math and the 2001 version of the TAAS for 8th graders were used. These may be found online at the Texas Educational Agency Web site.
Facilitators: Norman Webb, University of Wisconsin, and Stephen Marble, SEDL NSF Strand Representative: Celeste Pea, NSF
Professional Learning Communities How do we build on-going support structures for teachers to enable them to perform their tasks in the highest quality way? The Professional Learning Communities strand focused on developing the capacity of school communities to support continuous improvement. Needs for effective learning communities include instructional leadership K-16; partnerships between higher education and schools and communities; supportive school culture, including a strong professional development component with coaching/mentoring strategies; and a strong research base. Strand participants heard from Spring Woods High School principal Bret Springston, whose school was a Department of Education national professional development award winner. They also were given the opportunity to use the Innovation Configuration questionnaire, to be used in determining perceptions about school staff as a learning organization. Strand Summary>> Resources:
Facilitators: D’Ette Cowan, SEDL; Ed Tobia, SEDL; Anne Papakonstantinou, Rice University; and Joan Ferrini-Mundy, University of Michigan. NSF Strand Representatives: Kathleen Bergin, NSF and Anselm Davis, NSF
Tracking Student Performance How do we know what students know and don’t know and how teaching has impacted their knowledge? This strand extended the construct of student assessment beyond the current focus on state standardized measures. It is critical that school districts and schools develop a system of multiple measures that informs and improves the teaching/learning process, while simultaneously working to meet growing state accountability expectations. Students from Floresville High School shared their view of student assessment with strand participants. Participants also spent time reviewing assessment tools and resources. Strand Summary>> Resources: Facilitators: Jackie Burniske, SEDL, and Okhee Lee, University of Miami NSF Strand Representatives: Bernice Anderson, NSF and Julio E. López-Ferrao, NSF |