How to Implement System-Wide Change
Web-Conference Series for System Leaders
FORMAT
- Eight interactive Web-Conference sessions (2 hours each)
INTENDED AUDIENCE
School leaders who are responsible for guiding and fostering assessment for learning initiatives, including …
- Assistant Superintendents
- Superintendents
- Administrators
- District Principals
- District Administrators
- District Assessment Leaders
- District Curriculum Directors
OVERVIEW
Many system leaders feel they have been inadvertently left out of the learning loop when it comes to assessment for learning. You certainly know the terms, you certainly know some of the ideas, but you're not 100% confident about providing leadership in this area because you're not quite sure how it plays out in a classroom, school building, or system-wide.
The Web-Conference Series for System Leaders is designed to:
- Get leaders talking about the barriers to implementing assessment for learning initiatives
- Give leaders an external perspective on the learning and assessment challenges they face within their organizations
- Help leaders find ways to overcome these barriers and deal with the challenges
- Keep leaders current on the latest developments in the field
- Support leaders and answer their questions as their schools/systems move forward with assessment for learning
- Give leaders an opportunity to network and connect with other leaders to further support management and practice
Join this conference for responses to these key questions …
- What is working? Delve into examples of excellence and systems that are seeing the results they desire.
- What happens when things go wrong? Examine barriers that come up, and how other systems have transformed these barriers.
- What kind of leadership and supervision is needed to foster a desired professional learning environment? Consider the experience of others.
- What is reliable and valid evidence of learning, not only
at the classroom level, but at the school and system levels? - What do you do about limited forms of measurement which may not show your system at its best and most accurate? How do you work with qualitative evidence, as well as numerical data, to best account for the learning in your organization? What about approaches used by other system leaders?
- What is the system leader's role in helping colleagues transform grading practices? How can system leaders provide leadership so that professional learning going on throughout their system is, in fact, supportive of deep learning – rather than the kind of professional learning that enumerates the total number of workshops and after school sessions with a certain number of people involved, without moving the system towards its goals?
- How can a system generate "reflective feedback" (as described by Peter M. Senge, in his book The Fifth Discipline: The Art and Practice of a Learning Organization). What practical steps can a system leader take to obtain ongoing feedback that helps the system understand where it is heading and improve its direction?
- What practical strategies are working for other systems in North America?
"I am amazed at Anne's broad knowledge base and her ability to reference other resources that support our learning community's discussions. Anne's web-conference sessions are organized and she is very clear about the direction to take in order for us to achieve our desired learning. I am always able to take away something that I can immediately apply to practical use."
Cathy Mills – Superintendent, Saskatchewan Rivers S.D. #119
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