Goals and Self-Assessment – Reflecting on My Learning as of February 9, 2014

I submitted a goal on April 8 which I updated on September 3October 3, and November 10, 2013.   Have I made progress on my goal through the action steps?  What will I learn if I review my intentions and collect evidence that supports my goal? If I take the time to check in and self-assess, will I be able to determine if I’m on a good path?

My Goal:

To purposefully act to forward Trinity School’s mission, faculty-learners and student-learners will grow significantly in their use of reflection and the formative, diagnostic, and self-assessment knowledge that come from such an approach to learning.

Action Steps:

  • Intentionally reflect and question to grow and learn. Publicly publish my reflections at Experiments in Learning by Doing. Connect with others by broadcasting each post via Twitter.
  • Reflect on learning by keeping a running record in an e-portfolio. Encourage and provide opportunities and support for others to develop professional portfolios that document learning, growth and reflections.
  • Support reflection, questioning, and growth of learners by designing and engaging in professional development opportunities for teacher-learners to learn by doing. Examples:
    • MyLearningEDU 1.5  for teacher-learners to model and experience My Learning from the student perspective.
    • Twitter for Learning  for teacher-learners to foster and develop connections with other educators and experts.
    • Leading Learners to Level Up  for teacher-learner teams to design and implement formative assessment that diagnoses and differentiates while leading learning.
    • (Added in November) Observation of Practice takes on the task of seeking and gaining perspective.  How might we help teachers focus on what is happening in classrooms in a systematic, purposeful and focused way? How might we model and embrace formative assessment of our practice? How might we leverage peer-to-peer assessment and feedback?

Shelley Paul (@lottascales) and I have facilitated two more rounds of Leading Learners to Level Up (#LL2LU) for The English Connection at Woodward and for Kindergarten-9th grade math teachers at Trinity, Walker, Woodward, Westminster, and Mount Vernon.  We also hosted a conversation at EduCon on writing learning progressions.  Our EduCon session was in collaboration with the Martin Institute and was broadcast to seven cities in the US with a total of approximately 140 participants.

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Broadcasting to multiple sites was a great learning experience.  Our site facilitators offered feedback on several areas.

Jill’s session was excellent. I’ve had great feedback from Renbrook teachers, especially US teachers from 3 different departments-English, World Language, and Science, who said they can see immediate application of the concept. They felt the presentation was a good blend of instruction and opportunity for collaborative practice. They plan on sharing this concept at department meetings this week. The Lower School teachers who attended will present the concept at a meeting in the near future.


Although we got behind schedule given the tech issues, the most informative moment was when our group was working on the creation of examples of LL2LU.  Although we thought the task would be simple as we set out to do our work, it actually was more difficult than we imagined.  Hence, the “I like,”  “I wonder,” and “What if” was very effective.  We weren’t able to post many examples given we were behind schedule, but viewing the myriad of postings on Flickr was equally exciting.  The group continually shared various findings as they were clicking around the sites.  Additionally, we collectively appreciated the “I can” and scaffolded approach to reaching a learning goal.  Much to think about here ….


Overall we got good feedback from this session.  We lost the feed a few times and it was hard to know exactly what was happening at times, but all of the preplanning that Jill and Shelley had done paid off – the lesson plan, agenda, etc helped keep us on track and we were able to continue the conversation even when we lost the feed.

There is a new team at Trinity piloting Observation of Practice this month, and I’ve shared the learning plan with interested teams at Westminster and Woodward.

Twitter for Learning had a plus this month too.  Karen Boykins (@K_Boykins) has requested the next course in the Twitter for Learning series.  Karen and Samantha Steinberg (@spsteinberg) collaborated with me to develop a list of essential outcomes for the second course in this series. How exciting to have learners ask for new learning experiences and challenges!

I like what I’ve done so far.  I continue to see products of my action steps in our Faculty’s #TrinityLearns tweets and with #LL2LU participants. I love this tweet from Kato – a nice mashup of assessment, feedback, and assessment.


I wish I could interest and inspire more faculty to participate in MyLearningEDU 1.5. I wonder if I should design MyLearningEDU1.0 as a simpler first step.

My to-do list now includes developing and securing PLU credit for Connections and Furthering PLNs in the Twitter for Learning series and developing MyLearningEDU1.0.

Have I made small course corrections when needed?  What additional action steps need to be added?


To see the development of this goal, see iterations


  1. Jill,
    Congratulations on the wonderful progress you have made thus far! I am so enjoying following your goals journey vicariously. Your posts truly model what you are desiring of teachers and learners.
    As far as your wishes for further progress with more faculty, I encourage you to continue to reflect on the aspects/traits of those teacher-learners who have eagerly and hungrily joined you and how their aspects/traits differ from those who either have joined you begrudgingly or who are avoiding it. This “observation of practice” should prove helpful in gaining perspective of both eager and reluctant teachers and perhaps experimenting and prototyping an approach that encompasses many more.


    • Thank you, Angél, for your continuing support! Early yesterday morning, I told a team here at Trinity that you serve as a feedback and accountability partner for me. I appreciate your feedback and comments on our work.

      I had the nicest set of surprises as I attended team meetings yesterday. In every team meeting, leveled learning progressions were discussed. Many teams are working on developing more common language and expectations using the Leading Learners to Level Up process.

      The biggest highlight of my day happened when I was asked to step into First Grade. The Pre-K teachers were there too. Together they were building learning progressions for reading and writing by collaborating. I love that they took the time to meet together, vertically, to calibrate understanding and expectations to support our young learners.

      We are making progress! Yay!


      • Hi Jill! I am honored to serve as a feedback and accountability partner for you and any others! I am so proud of the work you are doing and am excited to see the results, not only for Trinity but for all schools. Once I am in the saddle full swing again, I will definitely want to get more involved with the work.

        How exciting to have the surprises you did yesterday! As time ticks on with your consistent sharing and learning, more and more teachers will join the journey. You’ve got a great crew there to work with– an impressive bunch of learners! Your “putting yourself out there” and being vulnerable with your learning– at least this is how a lot of teachers would see it– will impress and entice others. I just know it!


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