The+Bay

=**The Bay--scary face**=

1 - Creating & promoting an environment & community focused on student learning

 * Relevance
 * Self-assessment & reflection
 * Engagement
 * Modeling
 * Empowerment
 * Collaborative
 * Scaffolding & compacting
 * Differentiated
 * Use of time
 * Purposeful planning
 * Knowing the teacher's influence on student learning

2 - Role of curriculum

•what is curriculum? - sets overarching goals, provides a framework, should give teachers direction for what, why and how enumerates the essentials •performance based learning and instructional strategies - transfer is the goal, grammar is there to support the function, application to real life strategies, focus on communicative goals •guarantee - teachers have to buy in, lots of professional training, do common performance assessments at end of units could guarantee this, data analysis •performance based learning - goals change, helps determine what is important, functional outcome is the goal

3. research based teaching strats sometimes teachers are unable to transfer information on best practice strats to a world language setting--they tend to see WL pedagogy as something outside the realm of WL accepted practice

How do we transfer understandings? How do we package best practice and resear ch based strats so that it is readily accessable to teachers? We need common assessments & common curriculum - based on the standards-

We'd like to see NADSFL create/disseminate a statement via a powerpoint or document supporting and explaining high-yielding strategies (evidence-based practices) for Foreign Language and general instruction for a variety of audiences, including teachers, parents, administrators, etc.


 * Topic 4** - Demonstrating evidence of student learning.

There are challenges in assuring "valid and reliable" measures of student learning even with the use of common assessments. Using rubrics lends itself to interpretation and variation among users. Common assessments provide data in order to improve and shape further instruction. Attention must be paid so that assessment strategies reflect teaching strategies. Formative assessment should be built into daily instruction. Teachers (and students) need to understand how to interpret assessment data. Authentic assessment - is contextualized, purposeful, and relevant.


 * 5.
 * -Portfolio is a student's tangible proof that he/she is making progress.
 * A student can see his/her growth and reflect as well as own the learning.
 * Tasks need to be carefully articluated, intentional, long-term.
 * If teachers design the task, then they are more likely to regard it as important.
 * The example of Linguagfolio as a means to manage the portfolio.
 * Context matters.
 * What data? What is data analysis?
 * Standards-based "grade level" expectations (benchmarks) as compared to other content areas.
 * Sharing our work with each other builds the collective strength. Savings of resources.
 * Assessing what we value, teaching what we assess
 * Data doesn't matter if we don't know what we value
 * Start with ONE performance-based assessment per semester?

Charlotte Danielson model for goal setting and teacher growth is focused on student growth. Without a plan, you need to establish one that works for your community. Teachers should have choice in their professional growth plan to take ownership of their own learning. We need to help people to realize their leadership potential.