Leadership for Accountability Course Reflection

We are in the "age of accountability" in our school system. Since the passing of NCLB in 2002, the stakes seem higher than ever to make sure that the education students receive in public schools is competitve with other countries and will prepare them for their future roles in society. Simply being in the classroom for the past decade has allowed me to see how this shift has been made and how different administrators respond to the demands of being accountable for the products of their school. Throughout this course, I had the opportunity to review my campus' AEIS and analyze the data to see where the strengths and weaknesses were so close to home. One of the most valuable affirmations I had during this course was the importance creating a culture of commitment to sustain excellence. All students deserve the same opportunity to be successful so that "students performing significatly below grade level are [not] treated as beyond hope and those performing far above the proficiency are [not] cut off and neglected" (Reeves, 2007). This idea does not always sit well with administrators and teachers as TAKS looms on the horizon, but it is a necessary step to ensure that gaps do not widen with each successive year.
Participating in group discussions has enriched my knowledge by letting me see the view points of others and confirming some of my own theories on education and accountability, while also challenging some of my misconceptions. These group discussions both via the courseware and at my own campus created my own PLCs where regular meetings are held to "support team members in carrying out and refining their plans" for change in the classroom" (William, 2008). Through these PLCs, I have developed lasting relationships where I can trust others to help me grow as an educator.
One of the most useful tools that I learned about was the use of formative assessment in the classroom. I have heard this term over the years, but was never really sure of what exactly it was or if I was even using it in my classroom. I appreciated the readings that were offered on this topic and have sought out additional information on this topic through our online professional development program, PD360. "Formative assessment enlightens the teacher, while assessment for learning enlightens the student" (Stiggins and Chappuis, 2008). This quote has helped me focus on the importance of what I do in the classroom. Is it for me or for the students?

References

Reeves, D. (2007, November). How Do You Sustain Excellence? Educational Leadership, 86-87.

Stiggins, R. and Chappuis, J. (2008, January). Enhancing Student Learning.

William, D. (2007/2008, December/January). Changing Classroom Practice. Educational Leadership, 36-42.