Robert Kaplinsky recently issued a challenge to welcome other educators into your classroom by posting a sign and asking for feedback on at least one of your classroom goals.
Mississippi has recently released an update to the Professional Growth System, formerly known as the Mississippi Statewide Teacher Appraisal Rubric (M-STAR). The name is a huge upgrade, and thankfully, so are the indicators.
In the Teacher Growth Rubric, the difference between Level 4 and Level 3 for indicator 8, Engages in Professional Learning, is serves as a critical friend for colleagues, both providing and seeking meaningful feedback on instruction.
How are you already serving as a critical friend for colleagues?
How might you serve as a critical friend for colleagues?
How are you already seeking meaningful feedback on instruction from your colleagues?
How might you seek meaningful feedback on instruction from your colleagues?
I wrote Changing Our Practice, Slowly earlier this year reflecting on Dylan Wiliam’s chapter in Embedding Formative Assessment called Your Professional Learning.
Wiliam says, “A far more likely reason for the slowness of teacher change is that it is genuinely difficult.” (Wiliam & Leahy, p. 17) He suggests teachers need to take small steps as we change our practice. We need accountability, and we need support.
The Professional Growth System recognizes that all of us can and should improve our practice in the classroom. Robert provides us a way to make public what small steps we are going to work on and seek the accountability and support we need to truly change our practice.
What small step(s) are you working on in your teaching practice this year?
Who will hold you accountable?
What support will you need?
Will you join me by participating in Robert’s #ObserveMe call to action?
Here’s my sign. If I see yours, I’ll be sure to stop by.
Wiliam, D., & Leahy, S. (2015). Embedding formative assessment: Practical techniques for k-12 classrooms. West Palm Beach, FL: Learning Sciences.
Easing the Hurry Syndrome 
robertkaplinsky
September 6, 2016 at 7:43 pm
Love this! Thanks for sharing Jill. Can you tell me more about “No hands up except to ask a question”? I’m curious about that.
jwilson828
September 6, 2016 at 8:55 pm
The idea is for students to realize that they can always be called on – not just when they think they know “the answer” and are willing to be called on by raising a hand. So everyone is fair game for being called on all of the time – no one raises hands unless asking a question. Dylan Wiliam says its best! See Technique 2: http://www.dylanwiliamcenter.com/practical-ideas-for-classroom-formative-assessment/.