This same practice is important in our classrooms. For example, after a recent coaching cycle with a teacher, the post assessment scores weren't as high as we would have liked. This was frustrating and disappointing. Especially because a lot of planning, hard work, and passion went into the unit of study. But now we need to take a deep breath and reflect and refine our instructional practices.
When students in our classes don't do well on assessments it doesn't mean we are bad teachers. It's important to remember that GOOD teachers are the ones that notice when students aren't learning and do something about it. Good teachers are diagnosticians. When students don't perform like we planned or hoped, we notice and begin to diagnose.
Here are three questions we can ask to help us reflect and diagnose when students perform poorly on a post assessment.
- Was my assessment an accurate reflection of my teaching?
- What do the students need right now in order to successfully meet expectations?
- What are some things I might do differently next time I teach this unit?
I am coteaching another reading unit in a different classroom. After reflecting on my previous coaching cycle, this teacher and I have put some of these new strategies in place. We posted the rubric that is used throughout the unit and on post-assessment. Alongside the rubric are exemplar student responses. This tweak will help students visualize the final goals of the unit as well as self-assess throughout the unit.
I am constantly learning new instructional strategies and refining my own practice as a teacher and an instructional coach. I work hard to help support these strategies in classrooms across Cherry Tree. Teachers here keep student learning at the forefront. Even when things don't go quite as planned and students don't perform quite as well as we would have hoped, teachers put on their diagnostician hats and forge forward. Students are in such great hands here!