The educator engages students, teachers, parents, students, and the community in structured conversations designed to increase support and common purpose around Performance Assessment for Learning.
The Leading a Performance Assessment Learning Community for Learning stack is designed so that, if all three credentials are taken together, they will become more than the sum of their parts. Each micro-credential is intended to be able to stand on its own; however, the ideas and activities of each of these credentials support and expand on the others, allowing a fuller appreciation of performance assessment and the value it brings to an educational system. Even more value will be gained by engaging in all three Performance Assessment for Learning stacks together.
To enact a change as fundamental as a shift to performance assessments, it is necessary that all stakeholder groups* in the school—students, parents, teachers, and the community—are engaged and supportive of the change. It is not enough that they “allow” it; they must be active partners in the process.
The dangers of not engaging stakeholders include withdrawal of school board support, poorly executed and poorly understood assessment policies, poor student performance, and hostility from the community. The benefits of stakeholder partnership include unity within the school community, access to the political will of community members, and higher performance (and happiness) from students. Above all, the change process will benefit from the wisdom, knowledge, and insight of the community.
Engagement is achieved through education and advocacy around the change. This means that you will engage in conversations—structured conversations (i.e., protocols)—individually, in small groups and large groups, in social settings, and in social media. As change consultant Judy Enright says, “Change happens one conversation at a time.”
Develop a communication plan and implement one piece of it.
To earn the micro-credential, you must receive a passing evaluation for Parts 1 and 3 and a “Got it” for Part 2.
(200-word limit for each response)
To earn the micro-credential for Engaging Stakeholders to Support PAs, the educator must submit the following:
Write a reflective essay (1,000-word limit) OR record a five- to ten-minute video or audio addressing the following topics (be sure to use specificsthat illustrate why you come to the conclusions you do):
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