Reflective Assessments

“Tell me and I forget, teach me and I remember, involve me and I learn”, Benjamin Franklin. I chose this quote to begin my assignment because it exemplifies a professional learning community and a classroom setting. To create a culture that is focused on student learning and success the PLC team must identify “Learn What” and have a clear understanding of formative assessments. The question “Learn what”? is one of the most significant questions the members of a PLC will consider (DuFour, DuFour, Eaker, Many, & Mattos, 2016). There are two types of assessments. A summative assessment gives the students the opportunity to prove what he or she has learned (DuFour, DuFour, Eaker, Many, & Mattos, 2016). A formative assessment, on the other hand, gives

“What” is it we want our students to learn (DuFour, DuFour, Eaker, Many, & Mattos, 2016). To begin this process, the principal must establish what he/or she is trying to accomplish in their school. The district, and school-level leaders must provide guidelines, resources, training, examples, and feedback to assist teachers in sharpening their understanding of what is essential that their students be able to do and know (DuFour, DuFour, Eaker, Many, & Mattos, 2016). You can’t implement or introduce when you don’t have an idea of what you want to implement. An example of this is Kathryn in the book “The Five Dysfunctions of Team”, by Patrick Lencioni. From chapter 1 up to this point Kathryn leadership skills is not up to standards. In my opinion I think she is afraid to take total control of her group and be the leader she was hired to be. Kathryn has allowed everyone in her team be the leader at some point in time. She never put them in their place. As our textbook “Learning by Doing” states everyone has the right for their voice to be heard, but I feel it should be done within decency and order, and in the case of Kathryn and her group it wasn’t. This team hasn’t bonded, nor respected