Formative Assessment Training for Teachers

Professional Learning Community Plan

To design a Professional Learning Community (PLC) for a high-leverage practice, the starting point is understanding that effective PLCs can be a great way for core principles of teacher practice to be developed and a great way to create a collaborative and reflective learning culture (Philip et al., 2019). Based on the insights from DuFour et al. (2016), which emphasizes learning by doing, the collaborative nature of PLCs, and the high-leverage practices from the TeachingWorks resource, here is a proposed plan.

PLC Focus: Using Formative Assessment to Guide Instruction

Objective

The objective is to develop and refine teachers' abilities to implement formative assessments effectively so as to improve student learning outcomes.

Participants

This PLC will involve teachers from various disciplines within a single school, allowing for cross-curricular learning and application.

Duration

The PLC will run throughout the academic year with bi-weekly sessions (90 minutes each).

Structure

1. Initial Workshop (Month 1)

· Objective: Introduce the concept of formative assessments and their impact on student learning.

· Activities:

· Overview presentation by a lead teacher or external expert.

· Discussion of current practices and challenges in using formative assessments.

2. Focused Development Sessions (Months 2-4)

· Objective: Deep dive into specific formative assessment techniques and tools.

· Activities:

· Each session focuses on one technique (e.g., exit tickets, peer reviews).

· Teachers present examples from their practice, followed by group critique and discussion.

3. Implementation Phase (Months 5-8)

· Objective: Teachers apply specific formative assessment techniques in their classrooms.

· Activities:

· Ongoing classroom implementation.

· Sharing experiences and outcomes through a shared digital forum or journal.

4. Reflective Practice Workshops (Months 9-10)

· Objective: Reflect on the learning and impact of the implemented practices.

· Activities:

· Teachers present case studies from their experiences.

· Group discussions to refine understanding and address persistent challenges.

5. Consolidation and Future Planning (Month 11)

· Objective: Consolidate learning and plan for the continuation of effective practices.

· Activities:

· Development of a resource handbook or digital repository of shared practices and tools.

· Planning session for the next cycle of the PLC.

Resources Needed

Teachers will need access to professional literature and resources on formative assessments. They will also use tools and software for creating and managing formative assessments. There should be a dedicated space for meeting and sharing resources as well (Moulakdi & Bouchamma, 2020).

Evaluation

· Pre and post-assessment of teacher comfort and competence with formative assessments.

· Student performance data before and after the implementation phase.

· Teacher feedback on the PLC process and outcomes.

This PLC plan leverages the collective expertise and experiences of teachers, fosters a reflective practice, and focuses on a core area of teaching that impacts student learning directly. The iterative process of learning, applying, and reflecting ensures that the PLC is dynamic and responsive to both teacher and student needs.