Effective Leadership for SBG (60) HANDOUT
www.tomschimmer.com
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Effective Leadership for Standards-‐Based Grading
Tom Schimmer
Schimmer Education Consulting
@TomSchimmer
“The formative and summative purposes of assessment can be so intertwined that they are mutually supportive rather than conflicting. Unless this is done, formative assessment cannot achieve its full potential to improve learning, -‐Paul Black (2013)
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Expectations about the likelihood of eventual success determine the amount of effort people are willing to put in. Those who are convinced that they can be successful in carrying out the actions required for a successful outcome -‐ who have the self-‐efficacy -‐ are likely to try harder and persist longer when they face obstacles.” -‐Rosabeth Moss Kanter Confidence, p. 39
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__________________________________________________________________________________________________________________________________________________________________________________________________ © Tom Schimmer (2015) -‐ “Effective Leadership for Standards-‐Based Grading” @TomSchimmer 1
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The Evolution of a New Idea (1) Knowing that in most cases leaders must manage individuals at every stage simultaneously, determine what the most effective course of action should be for leaders at each stage. In other words, what should leaders do when some staff are complacent toward a new idea? Ridicule? Criticize? What about those who’ve accepted the new idea? (Be Brief)
Stage
Most Favorable or Appropriate Course of Action
Complacency/Marginalization
Ridicule
Criticize
Acceptance
Adapted from Virus of the Mind (1997) by Richard Brodie
Developing a Standards-Based Mindset
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__________________________________________________________________________________________________________________________________________________________________________________________________ © Tom Schimmer (2015) -‐ “Effective Leadership for Standards-‐Based Grading” @TomSchimmer 2
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The StandardsBased Mindset
Punis hing i doesn ’t teac rresponsibi lity h stud be resp ents HOW onsibl to e
idence old ev e n i b com dence Don’t ew evi n h t i w
Give%students%% full%credit
Redefine% Accountability
Repurpose( Homework
Practice, Formative Assessment, & Descriptive feedback
Navigating Roadblocks & Challenges
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References Black, P. (2013). Formative and summative aspects of assessment: Theoretical and research foundations in the context of pedagogy. In J. H. McMillan (Ed.), Sage handbook of research on classroom assessment (pp. 167-‐178), Thousand Oaks, CA: Sage Publications Brodie, R. (1996). Virus of the mind: The new science of the meme. Carlsbad, CA: Hay House. Kanter, R. M. (2004). Confidence: How winning streaks and losing streaks begin and end. New York, NY: Crown Business. __________________________________________________________________________________________________________________________________________________________________________________________________ © Tom Schimmer (2015) -‐ “Effective Leadership for Standards-‐Based Grading” @TomSchimmer 3
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