3 SKILLFUL MOVES: to assessment for the busy principal

Jorissen, Kathleen Topolka
January 2006
Journal of Staff Development;Winter2006, Vol. 27 Issue 1, p22
The article focuses on three useful ways that principals and teachers can adapt to increase classroom assessment competency and enlarge a school's capacity to promote student learning. Some teachers inform that they would like to improve their underdeveloped skill of designing effective classroom assessments, while most teachers inform that they develop their assessment knowledge and practices on the job. Firstly, a principal can build a common focus on classroom assessment by integrating it into the school improvement process, developing assessment literacy among all school staff, and then incorporating classroom assessment into supervision. The principal's role is to provide training, resources, and support for teachers to develop common results, write common assessments, and analyze student achievement data. Secondly, principals can support assessment literacy by encouraging training, collegial support, and reflective inquiry. Lastly, principals and teachers can engage in professional conversations that help teachers grow in knowledge and skill through a process of pre-observation conferencing, observing classroom instruction, analyzing the lesson, and post-observation conferencing. Using clinical supervision to promote and support powerful instructional decision making can be one of the most useful aspects of the principal and teacher relationship.


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