Based on the responses you gave above, how do you define the complete realization of the badging initiative?
Badges offer opportunities by making otherwise hidden accomplishments visible. Badging is a living breathing reality instead of just another way to apply for something and then sit aside and let it collect dust.
I think people are coming around to it more, but still struggling to find the true purpose and meaning for them and eventually students.
I like the badging, but it requires time and effort to complete the form with details supporting your proficiency of the badge. Some people are not interested and have only accomplished the completion of badges we worked on in pre-planning.
All people on board and motivated to being badged, creating badges, and issuing them, too. Also, understanding why badges work.
I don’t feel that there is much incentive for anyone to earn badges and the process to obtain a badge is clunky.
I think it’s an interesting idea, but it’s challenging to get teachers motivated to earn badges. It needs to mean more than just a visual/digital mark.
Since our focus this year has been on a faculty badging system, I think complete realization of the faculty initiative would include the following: – teachers understanding the purpose and value of a badging system – teachers embracing a badging system as a method of measuring learning and progress – teachers actively participating in earning available badges – teachers actively involved in expanding the current badging system – teachers beginning to explore the connection to reporting on student progress As we move toward a student badging system, I think we need to do the following as well: – teachers begin to identify areas and skills that would be conducive to using badges to report on student progress – teachers begin to design and develop student badges – develop a badging system/program that will entice and motivate students
I feel that badging is a tool used to measure assessment and achievement without using a grade.
I have learned a lot. I really like all of the information that has been shared and the process that has been put in place.
Teachers embrace badging with enthusiasm and actively apply for badges because they desire to earn the badge (not for competition or being told to)
I would define completion of the badging initiation with: – Teachers understanding the purpose of badging – Teachers understand how badging can be used to measure their own learning – Teachers work for and apply for badges without being prompted – Teachers begin to create badges for themselves or others – Teachers understand how badges can be used to measure student mastery – Students understand the purpose of badging – Students work for and apply for badges without being prompted – Students understand how badges can be used to measure their own mastery
I believe we are all knowledgeable about the badging system, but we are still trying to figure out how badges fit into our school and what gets people motivated to achieve and apply for badges. I feel like that is still unclear because we are still researching and testing it out. The potential is there, but we aren’t there yet. There are still teachers who can’t tell you where to locate the badging central station or understand the very clear criteria, so I just wonder how that would translate to kids too. The complete realization would be a system that has a clear idea of why we have badges, what we do with the badges, and a large archive of badges to attain so that it reaches every type of student and teacher. It also needs to extend of have meaning outside of Mount Vernon, or if it’s a school thing, then it needs to be more than just a middle school.
continued pursuit of badges possibly establishing one new one per year or one new one per semester
I would define the complete realization of the badging initiative once we roll it out to students next year. I still think we have a long way to go before we get to that point. I did appreciate our training at Monday’s meeting on how to create a badge for students (or at least to begin the conversation). I think we still need more time to make this a reality, however. I’m still not entirely sure whether badges are something additional that top students would aim for, or if the general population would earn them in addition to grades, for something that we are already doing in the classroom.
People being on board with this initiative People being excited
Some teachers are more interested in badging than others and are excited to promote what we want our students to do. Some teachers look at badging as more work and something else they have to do.
My definition is focused solely on the teacher side, not the student side. We have momentum and traction, yet we still need to move the needle forward in four ways: 1) more teachers completing and applying for badges 2) considering any badges that need to be added that align with the mission and our design principles 3) have teachers submitting their thoughts for customized badges (more personalization and ownership) and 4) simplifying and distributing the awarding badges process.
This new initiative is starting to ‘take hold’ with the teachers – the overview was helpful and motivating!
Accomplishing a task well enough to put it into practice.
The fact that people continue to apply for badges is an indicator to me that it is being realized.
I think that until I have created one it will not be fully realized. I have attempted to make a few badges but have been unsuccessful. For the team, I think that it’s hard to be advanced at any of them when you are trying at 4 different goals so none of them get the full attention and are all sort of part way done.
Teachers are beginning to acquire badges, but there is still plenty of room for growth.
I think it’s reasonable to consider that each teacher could achieve at least 4 badges this year and take aim at another 4 or 5 next year given some summer time to prepare for it and to integrate their thinking and habits into achieving these. Once a mind-set to using them is organized in the brain it’s much easier to do.
More time should be devoted to this initiative.
when 90% of teachers are using badging at least once a semester.
Based on the responses you gave above, how do you define the complete realization of the e-portfolios initiative?
I define the completion and realization of the e-portfolio initiative by: – Teachers understanding the purpose and potential of students using an e portfolio – Teachers continually helping students to improve, reflect, and build their portfolio – Students understand the purpose of their e-portfolio – Students build their e-portfolio without prompting – Students use their e-portfolio in something meaningful (SLC)
For teachers and students to seamlessly incorporate e-portfolios into the structure of their lessons- Complete realization would mean that students and teachers believe in the importance of e-portfolios and feel invested in them.
when 100% of teachers are using e-portfolios having students upload demonstrations at least 2 times a semester.
I think that as we continue to crack the code on how eportfolios are used, we need to move further along in increasing student ownership as well as teacher comfort and buy-in. It still has a strong “have to do” vs. “want to do” feel. I still feel a strong sense of “uploading is too hard!” and I would like this sense to disappear.
Teachers are accomplishing the e-portfolio because they are needed for the student led conferences. They know they must be complete for students to share with their parents. If there was a choice, I do not know if it would be used.
students talking initiative on their own to add to their portfolio students being able to access and showcase their e portfolio
I still think students need to better “own” their e-portfolios, rather than being teacher-led. I think the software that we use requires lots of steps for students. Who is appreciating all of this effort we are requiring of students (or is it just a showcase for student-led conferences?)
I like to concept of e-portfolio recording of documentation of work done. However, I feel both students and teachers are lagging (myself included) in uploading work.
In order to realize this students need to be interested and on board. I have not seen much student excitement with the e-portfolio. Aside from that, we still continue to upload materials.
I think we understand the ePortfolio initiative, but I do not think the students have embraced this yet. I hope we keep learning from them on how to make this more relevant in the future.
I think it’s unclear what proficient and nearing proficient really means. We have the new system this year that we are still learning to use, but we know how to use them for the most part. I think we are still unclear on its purpose as a whole. We still have never truly made this student-centered because teachers assign students to upload artifacts when we still don’t know if it’s a showcase or a progression or all of the above. Should the students do it entirely on their own? I think we all still need more clarity and practice. The complete realization of the initiative would be students uploading work into a folder that they chose entirely on their own to showcase year after year. There is so much potential for these!
Students upload without being told and for fun. Students are excited about the ePortfolio and use it show learning to others.
I believe that most teachers are actively involved in the e-portfolio process.
Students would – take ownership of their e-portolios – begin to use it as a tool for learning, reflection, and assessment – appreciate the value of using an e-portfolio Teachers would – appreciate the value of using an e-portfolio – not see e-portfolios as “one more thing,” but rather a seamless, integrated tool for learning – help students develop and refine their e-portfolios
Think that we are still working through the process, but the SLC plan will definitely help.
Continuation of the process implemented while continuing to develop our skills towards advanced status.
I think that we do not know the full capacity of the eportfolios, so we aren’t really sure of their purpse.
People being on board People being excited
I think we’re doing a much better job than last year, in part because of the new platform. Students seem to enjoy having greater freedom of expression on Digication. However, it’s still difficult to upload videos. Some students still are not motivated by it.
E-portfolio is a tool used for kids to showcase their learning digitally. This information can be shared with friends, family and eventually with colleges for the application process.
Getting to the point where the use of e-portfolios with a curriculum is as common as using a workbook.
I think people are getting the e-ports more under control with checklists, and lists for students to help guide it.
Some important features of e portfolios include: • Documentation of growth over time • Showcase accomplishments (students “primary sources”) • Indications of Reflection • Structured self-assessment • Opportunities for creativity **It is still a work in progress!
I think that we haven’t found a way to get the kids on board yet. While they all have an e-port, none of them choose to work on it on their own and only have what is forced upon them into it. I think we need to find an easier way to create a portfolio that the kids will be excited about and is more user friendly from getting 3D objects in a format where you can really experience it.
We’re getting used to using these this year and are learning how to break them down into ‘doable’ steps. Once a mind-set to using them is organized in the brain it’s much easier to do.
Based on the responses you gave above, how do you define the complete realization of the student led conferences initiative?
Student led conferences went better than expected in September. Teachers/students have been given plenty of time to prepare/practice for the Feb. conferences to run smoothly.
I would define the completion of this initiative with: – Teachers see the purpose of SLC – Students see the purpose of SLC – Teachers successfully mentor students to complete a thoughtful, informative, and formative conference – Students successfully lead a conversation with their parents and teachers about their own progress and learning – Students develop a growth mindset about their own learning Note – I think this is the initiative where we are most close to proficient, but I think we need more practice and reflection before we declare us completed.
We are doing well this year and it takes a second run-through to achieve complete realization.
Looking forward to the plan for this semester. Really think that the students will be prepared to lead and share.
We are close to this! I believe that students and teachers already believe in these conferences. Buy-in has already happened. Now, we just need to keep innovating.
Student led conferences are still evolving, and it looks different for each grade level, so it would be great if we continued to build on what we have. We need to make sure that the whole child is evaluated through reflection, artifacts, behavior, grades, socially, etc. I don’t know what it would look like in the end, but I think we have a great start. The students should be leading this conversation entirely and it shouldn’t be a huge deal to ask that for any age group because we should have high expectations, and I think we need to stick to that more often.
I read an article recently that showcased the following and I believe it states easily the “why” behind the importance of student led conferences. Opens up communication between school and home • Practices real life-skills – communication, organization, leadership, etc. • Teaches self-evaluation, self-reflection skills • Focuses on learning • Goal setting process has buy-in by all involved • Provides quality time between parent and child • Less stress on teacher during conference days • Accommodates parents who do not speak English • Students are the center of the conference
SLC’s are used to update parents on the status of their kids’ progress and experiences for the time they have completed so far in the semester. However, the difference is that STUDENTS are leading the conference. This give kids the chance to showcase their learning, showcase their speaking skills and take ownership of what they have learned. We feel this is important for child development in the long run professionally, academically, and personally.
As with all other Wildly Important Goals, some teachers are motivated to get the SLC e-portfolio done and guide the students in their performance for the conference, and some wait until the last minute. I see the value in SLC in two areas: taking ownership of their performance and fostering leadership and public speaking.
SLCs again with dates and checklists are coming a long. Having mentors to keep students on track and checking in helps in this area.
Conference Day (February 17) will be the culmination of all of our hard work! I wish teachers could fit all of the conferences within their traditional hours (7:30-3:30). Coming in early and staying late is difficult!
Student-Led Conferences is the most successful initiative. While it is difficult to keep the students excited and caught up on their e-portfolio and difficult to keep the teachers excited and on-board (with the upcoming 9 1/2 hour conference day), the checklist helps immensely and the actual conference day provides less stress and more enjoyment to all involved.
This initiative makes so much sense, and I think it is here to stay . . . now we just have to use it for a while to master this approach.
I think this WIG is the winner. I think it is a great initiative that everyone is on board with and has served every user. It’s effective and so beneficial for the students and the parents. I think that we need to go through conferences the 2nd round to fully “realize” this WIG. I also think that potentially it would be good for the students to stair step up through student led conferences on how much they are the leader or the participant. I think that 5th grade could do what we did this past semester where the student presents goals for the year etc and then in 6/7th maybe have a little powerpoint or something or 3 things to presnt and then by 8th grade they are fully leading.
I think we are making great progress in this area, but I definitely think there is a need for expanding and iterating this initiative. Teachers need to – understand the purpose of value of SLCs – mentor students effectively – be willing to let go of control of the conference Students need to – understand the purpose of value of SLCs – practice and prepare effectively – begin to take over the leading and planning of the conference
While my notion of readiness is informed by my understanding of the process at this particular point in time, I should gain valuable insight into this process during the actual SLC.
All of the student led conferences I have heard about, seem to have gone very well. Students are taking initiative and really showing pride in what they are learning.
Once we have the next round with students leading this will be complete.
I love this! I think SLCs are an excellent initiative and a good experience for students.
This is where I feel the most success! We have a lot of buy-in from parents, students, and teachers. This seems to flow more naturally for everyone and seems to be viewed as less of “this is one more thing we need to do.” I’d like for us to continue iterating how the conference itself works once we go through a fully student-led one with eportfolios. What needs more intentional and thoughtful work is the design of mentors/mentees so that every mentee has a teacher who teaches them in some way. Also, designing the milestones for the mentor/mentee relationship and interactions will evolve from this.
student led conferences would continue faculty would feel completely comfortable sitting in on a student led conference at the last minute (say the original mentor had a conflict or became ill and someone had to take his or her place
when SLCs are are 50% student-led in 5th grade, 60% in 6th grade, 70% in 7th grade, and 80% in 8th grade. I think SLCs should be 100% student-led in very rare cases.
Students lead the conferences 100% and it is used to maintain their accountability and goal setting.
Where the individual student has complete control over the entire conference time.
I think these are going very well, although I don’t think students have bought the idea 100%. The parents seem to enjoy seeing their kids really take ownership of their learning. I wonder how we can get the students to move beyond just “reciting lines”…
Based on the responses you gave above, how do you define the complete realization of the assessments component?
I do not know how to answer this question because I am not familiar with all assessments given at each grade level.
I think this is the goal we’re closest to achieving. I love the amount of freedom and creativity this learning measure gives me in the classroom, although I still feel pressured to have “x” amount of summative assessments in the grade book.
I am the least clear of my team’s achievement in this area, particularly because we have not met as a team in quite some time (nor have we discussed everyone’s standings in this area).
Rather it is applied for as a badge or not, I think the MS Team does a great job with assessing students across the board, and giving several opportunities to assess the Learning Outcomes through various forms of formative and summative assessments.
I do not have access to these as a team.
Needing additional ideas and help to initiate formative assessments. Need help copy pasting some links
I still do not feel confident in my assessments or whether I am using formative assessment. I tried to add in some but felt like they didn’t necessarily fit in with my lesson or felt forced. I don’t feel confident in my ability. I look at what my team is doing though and see amazing formative assessment ideas and assignments. I am trying to learn from their modeling.
Teachers are using rubrics more effectively in the classroom. Many of the performance tasks are very creative and innovative.
– variety of assessment types – understand the differences between types of assessment (i.e. formative vs. summative, etc) – assessment is used as a form of learning – assessment is meaningful, authentic, and reflective of learning/growth – assessment is aligned to learning outcomes – students begin to see assessment as a learning/growth opportunity
There is a lot of formative assessment happening. I see experimentation, too. Complete realization of this WIG is authentic understanding of why this is important and transferring this belief into action every day!
When I hear the word assessments, I immediately think of formative and summative assessments and the rubrics that include accompanying learning outcomes for whatever is being assessed.
At Mount Vernon we take pride in using various tools to assess our students. We use formative assessments, summative assessments, performance tasks, current events, and projects. This is important because it forces our students to expand their learning and thinking. It also gives students opportunities to showcase their learning with real world situations and scenarios. It aligns with the Mount Vernon mind.
Fluid and practical use of assessments throughout the classroom experience.
when teachers are using more formative assessments and badging.
It’s a big albeit doable shift to incorporating these into teaching regularly, and again it’s something you achieve in full the second time around or so.
Continuation of the process implemented while continuing to develop our skills towards advanced status.
I think the new approach to formative assessments is empowering, but we are still getting used to this way of teaching mastery. It has impacted our teaching, grading and educating . . . this is a good thing . . . but we are still learning!
I definitely think we have done a wonderful job having more balanced assessments as well as formative assessments. I think we still have a ways to go, and would love to continue to work on it next year as well. We have seen so many new ideas, we have Angel to help, and we all have a much stronger common language finally! I would love to see us become advanced here! The complete realization would just involve everyone being on the same page with the language and understanding to have a stronger professional network.
We need to complete the school year for all teachers to have had the chance to realize this goal.
I would define the completion of this initiative with: – Teachers understanding all of the different types of assessments – Teachers understanding when to use the different types of assessments – Teachers use the assessment to drive their teaching and learning – Students see assessment as a measurement of growth or checkpoint
Teachers are intentionally creating authentic assessments that are balanced and aligned to learning outcomes. Teachers are regularly conducting formative assessments and intentionally showcasing feedback for students to progress.
Our focus was on formative assessment primarily, and I am concerned that we have too many teachers who think they are doing formative assessment but are not. Entry, transfer, and exit tickets are a good place to start and move forward, but that is just the beginning. I’d like more training and more discussion on how to create a culture and practice of formative assessment in your classroom as well as in our reporting practices as well as in the entire division. In addition, I still think that much work is also needed on designing summative assessments (including rubrics) AND translating all of this to grades.
I am working toward making assessments more knowledge/applied knowledge based.
increased understanding and ongoing discussion of the different ways to assess a student
I am becoming more comfortable with various forms of assessments (formative vs. summative), but I’m not really sure where grades fall in line here and would love to know more.