Effective Leadership for SBG (90) HANDOUT
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Effective Leadership for Standards-‐Based Grading
Tom Schimmer
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@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 it’s 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 (2014) -‐ “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
“Great leaders move us. They ignite our passion and inspire the best in us. When we try to explain why they are so effective, we speak of strategy, vision, or powerful ideas. But the reality is much more primal: Great leadership works through the emotions.” -‐Daniel Goleman, Richard Boyatzis, & Annie McKee Primal Leadership: Realizing the Power of Emotional Intelligence
Developing a Standards-Based Mindset
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(1) Give Students Full Credit
“If at anytime in the instructional process students demonstrate that they’ve learned the concepts well and mastered the intended learning goals, doesn’t that make all previous information on their learning of those concepts inaccurate and invalid?” -‐Thomas R. Guskey “Computerized Gradebooks and the Myth of Objectivity” (PDK, June 2002)
(2) Redefine Accountability
QUESTION: What does academic accountability mean to you?
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__________________________________________________________________________________________________________________________________________________________________________________________________ © Tom Schimmer (2014) -‐ “Effective Leadership for Standards-‐Based Grading” @TomSchimmer 3
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(3) Repurpose Homework
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-‐Ceri Dean, Elizabeth Ross Hubbell, Howard Pitler, & BJ Stone Classroom Instruction that Works (p. 106)
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. Goleman, D., McKee, A., & Boyatzis, R. Primal Leadership: Learning to Lead with Emotional Intelligence. Boston, MA: Harvard Business Review Press. Haidt, J. (2006). The Happiness Hypothesis: Finding modern truth in ancient wisdom. New York, NY: Basic Books. Hattie, J. (2009). Visible Learning. New York, NY: Routledge Press. Hawkins, D. (1995). Power v. force: The hidden determinants of human behavior. West Sedona, AZ: Veritas Publishing. Heath, C. & Heath, D. (2010). Switch: How to change things when change is hard. New York, NY: Random House. Kanter, R. M. (2004). Confidence: How winning streaks and losing streaks begin and end. New York, NY: Crown Business. Kotter, J. & Whitehead, L. (2010). Buy-‐in: Saving your good idea from getting shot down. Boston, MA: Harvard Business Review Press. Palmer, P. (1997). The courage to teach: exploring the inner landscape of a teacher's life. San Francisco, CA: Jossey-‐Bass.
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