Formative assessment and formative evaluation can lead nicely from the classroom to the building to inform leaders within the school, whether they are titled leaders or those that take leadership roles throughout the year (through a more collaborative leadership lens). Throughout the past year and a half, I have been pondering using the theories and ideas of formative assessment through to a formative leadership model.
This short video is a good primer on the concepts of formative assessment, using ideas from the Dylan Wiliam and Paul Black article, Inside the Black Box.
I was thinking about what formative leadership ight look like, using the five key strategies as put forward by the National Council of Teachers of Mathematics (NCTM). By looking at the strategies with the school leadership lens, each key idea might look like this:
1. Clarifying, sharing and understanding goals and direction for the school.
2. Engineering effective whole-school discussions, questions, activities and tasks that elicit evidence of improvement and growth in student learning.
3. Providing feedback that moves school goals forward.
4. Activating staff as owners of school goals.
5. Activating staff as learning resources for one another.
Now, these key strategies are a little clunky (I am a Math/Science teacher and not a writer), but I believe that they create a model where leadership is shared and collaborative; a model where the direction/goals of the school is clear to anyone who enters the building, with clear indicators of success; and a model where feedback and ownership is key to success of the school.