Empowering students is really what this indicator is about. How can we empower students to take charge of their learning. As a coach it is important to work with educators in order to intentionally provide opportunities for this in the classroom. In my blog post, Metacognition in the Classroom I talk about the importance of allowing students the opportunity to reflect on their learning. One way that this can happen is in working with educators to build in reflective practices into the structure of their classroom and make room for explicitly teaching students how to do this. In doing this it provides students with the opportunity to assess their own learning for themselves, ask questions, and make goals around next steps.
This year I have been able to work virtually with my mentees and we have been able to have conversations around how they are engaging their students. This however has also led to conversations around how they are getting feedback from their students. One thing that this has allowed for is conversations with one of my mentees in particular around various ways of asking students to self assess their learning. My mentee and I have been able to develop a weekly form that the teacher gives where students are able to share what they learned that week, what they still have questions about, and provide feedback to the teacher around things that could be improved. This has helped both the students to feel like they have a say in their own education but it has also helped the teacher to feel like they are getting to know their students better and are able to improve their instruction to better meet student needs.
Something that I would like to continue to work on is how to look at more than just formative assessment information. How can I partner with educators to develop strategies and systems that allow students to look at things holistically. Meaning how might we build in a system that allows students to reflect on things like (grades, attendance, formative and summative assessments) in order to set goals for themselves around their own learning. And then how can I support educators in working with students to have continual check-ins with students around these goals. Something that this has got me thinking about is the opportunity to have weekly goal setting conversations with students. Something that I have worked with teachers on in the past is how to provide students with the scaffolded support to look at their learning data and then make goals for themselves for that upcoming week. Below is an example of what this has looked like in the past. Since this is important for helping to empower students to take charge of their own learning, I would like to think more about how I might work with educators to adapt what is in the image below for this next year.
To continue working on this indicator I am planning on revising the goal setting directions above and reaching out to some teachers who might be interested in incorporating this into their advisory class. I would like to see this evolve into something that the students take charge of. It could also build on students’ social emotional learning and create greater community within the classroom. I am committed to finding more ways of partnering with educators in order to provide more students with the opportunity to take charge of their learning.
ISTE Standards for Coaches (2019). Retrieved from: https://www.iste.org/standards/for-coaches