Assessing Unstoppable Learning (A Guide to Systems-Thinking Assessment in a Collaborative Culture) (Solutions) - Softcover

Tom Hierck; Angela Freese

Softcover

ISBN 10: 1943874239 ISBN 13: 9781943874231

Publisher: Solution Tree Press, 2017

Synopsis

Assessing Unstoppable Learning explains how K-12 teachers and administrators can work in collaborative teams to form effective and efficient assessment systems in their schools that help all students maximize their learning. Based on the key principles of systems thinking, this book will help educators define student learning goals and plan, launch, and lead learning as a team to meet them.

This user-friendly resource focuses on the assessing element of the the Unstoppable Learning model, which consists of seven elements: (1) planning, (2) launching, (3) consolidating, (4) assessing, (5) adapting, (6) managing, and (7) leading. This guide provides readers with crucial protocols and activities for collectively reworking their assessment systems. By implementing the step-by-step actions shared by the authors, educators can prepare themselves and their students to thrive in 21st century classrooms and beyond.

Unlock the full assessment power of Unstoppable Learning by:

• Reflecting on the collaborative culture of your learning organization and what elements of it are within your control.
• Considering questions designed to focus your work on generating high levels of student achievement.
• Completing activities with collaborative teams to discuss how to better promote productive systems thinking using the book's strategies.
• Learning about balanced assessment systems and how to include formative assessments in addition to summative assessments.
• Embedding evidence-based practices throughout the organization and using protocols for effective team discussions.

Contents:
Introduction
Chapter 1: Building Trust and Healthy Relationships to Leverage Assessment
Chapter 2: Seeking Evidence to Launch Assessments With the End in Mind
Chapter 3: Gathering Evidence to Use Assessment as Instruction
Chapter 4: Discussing Evidence to Leverage Assessment as Learning
Chapter 5: Responding to Evidence to Adapt Assessment as Instruction
Chapter 6: Embedding Evidence-Based Practices in Learning Organizations
Epilogue

About this title

About the Author

Tom Hierck has been an educator since 1983 and has held a variety of roles including teacher, department head, vice principal, principal, director of international programs, sessional university instructor, Ministry of Education project coordinator, and assistant superintendent. This has allowed him the opportunity to see education from a myriad of perspectives that are reflected in his writing.

Tom is a compelling presenter, infusing his message of hope with strategies culled from the real world. He has presented to schools and districts across North America and overseas with a message of celebration for educators seeking to make a difference in students' lives. Tom's dynamic presentations explore the importance of being purpose driven in creating positive learning environments and a positive school culture, responding to the behavioral and academic needs of students, and utilizing assessment to improve student learning. His belief that every student is a success story waiting to be told has led him to work with teachers and administrators to create the kinds of learning environments that are effective for all educators while building strong relationships that facilitate learning for all students.

Tom was a recipient of the Queen's Golden Jubilee Medallion, presented by the premier and lieutenant governor of British Columbia, for being a recognized leader in the field of public education. Tom earned a master's degree at Gonzaga University and a bachelor's degree and teacher certification at the University of British Columbia.

To learn more about Tom Hierck's work, visit tomhierck.com or follow @thierck on Twitter.

Angela Freese is the director of learning analytics and systems improvement for Stillwater Area Public Schools in Stillwater, Minnesota. Her work enables her to promote systems thinking via collaborative structures that highlight the marriage of curriculum, assessment, and instruction within a learning organization. She also facilitates work with instructional coaches and curriculum-support teachers to bring the what and the how of learning together for teachers and administrators. She was previously a middle school assistant principal in the North St. Paul-Maplewood-Oakdale School District in Minnesota and an elementary school assistant principal for Rochester Public Schools in Rochester, Minnesota. Her administrative experiences have taken place in schools with highly diverse student populations. Angela has developed high-impact collaborative teams focused on high levels of learning for both staff and students, positive cultures, and curriculum-instruction-assessment models that focus on engaging students as partners in the learning process.

Angela was an implementation associate at the Office of Curriculum and Instruction for Rochester Public Schools. Her focus was on developing and revising coherent district curriculum and instructional strategies aligned with district, state, and national standards.

She has extensive experience in staff-development design and implementation. As a key player in instructional-alignment projects, Angela collaboratively designed and implemented ongoing, job-embedded staff-development opportunities for hundreds of administrators and teachers across various schools and districts. Angela also designed and implemented a plan that enabled building administrators to further their capacity as assessment leaders.

Angela earned a bachelor of arts degree in elementary education at Luther College and a master of arts degree in elementary education at Saint Mary's University. She became a licensed principal and was also certified in professional development at the University of Minnesota.

Edition details

• Publisher: Solution Tree Press
• Publication date: 2017
• Language: English
• ISBN 10: 1943874239
• ISBN 13: 9781943874231
• Binding: Perfect Paperback
• Number of pages: 160
• Editor: Douglas Fisher, Nancy Frey