Interview Summary

Formative assessment is a more formal type of assessing where the focus is on monitoring pupils response to the lesson and any progress made.

Standard #5: (Integrity) A school administrator is an education leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner.

Teachers use formative, summative, and informal assessments to determine whether learning has taken place. An assessment can be done before, during and at the end of a unit. Teachers use the data collected from the performance of students to set instructional goals

The role of instructional leader at Napavine Jr. Sr. High School is one of shared respect. The administrators’ role is that of manager. He oversees the operation of the building, the curriculum selection, staff’s adherence to state and federal mandates, student behavior and staff behavior. The principal expects teachers to teach the curricula selected by teachers and to adhere to the general attendance and behavior expectations set forth by our mission statement. His role is to guide staff and students to meet these expectations. Jason keeps apprised as to when each department is allowed to adopt new curriculum and then gives that department time during the school year to meet and plan for the adoption. He participates in curriculum meetings, but ultimately allows teachers to select what is best for their department. He guides staff by reminding them of federal and state mandates and the district budget.

Purpose: The purpose of this interview is to gain a deeper understanding on your experiences with education, both during your childhood and adult life. Specifically, I am interested in how your familial income has impacted your education success, your opinion on the varying levels of Illinois education funding, and your knowledge on how the U.S. government regulates and impacts education throughout the nation. This interview should be no longer than 40 minutes. Throughout the course of this interview I will be recording you and taking notes for the purpose of my sociology class; however, your privacy will be respected. All of the information you share with me will be kept private between myself and my teacher. In addition, your name will not be included in this transcript and my interview summary.

Formative assessment provides feedback to teachers and students of their current performance, achievements, strengths and weaknesses

Pupils learning and progress needs to be measured against objectives using ongoing assessment methods. Formative assessment methods are ongoing, they are used to check progress continually during learning . These techniques include using open ended questions which encourage pupils to think for themselves and use their own ideas rather than being influenced too much or led by the adult. Observing pupils is a formative assessment method which allows us to gather lots of knowledge about how pupils are progressing. It reveals how they work, interact with others, preferences, strengths, weaknesses etc over a period of time. Observations can be informal and take place on an ongoing regular basis or can be formal direct observations. Listening to pupils describe their work and reasoning, to hear about pupils understanding

An interview with Caitlin Rosenthal, in 19th centaury the plantations along with their use of scientific approach to management as a technique of increasing the metrics of standardized efficiency. Rosenthal concluded that many plantations were more sophisticated at the time than factories.

In general, as stated in the Standards for Advanced Programs in Educational Leadership by The NPBEA, educational leaders need to place teaching and learning as the focus for schools and districts. To this effect, all educational leaders from district to school level are responsible to ensure that decisions about curriculum, instructional strategies

| Assessment can be Formative and should take place continually throughout my learner’s time to allow for development, by simply asking them questions and observing their actions can help give on-going feedback to enable my learner to develop further before a summative assessment takes place. And it can also be Summative and usually takes place at the end of the program or unit or at the end of the qualification.Formative

Mrs. Griffins made several comments during her interview that relates to our readings and class discussions. Her statement about respecting students’ culture and protecting their national identities immediately reminded me of Cary’s question—“How do I find useful information on a student’s cultural background?” According to Cary’s text, a teacher can pursue a child’s outside story for three reasons: respect, curiosity, and instruction. Mrs. Griffins models all three reasons.

As with any teacher, Ms. Conway was short on time and I felt she was unable to give me the in-depth interview that I was hoping to produce. She was perplexed why we were including ELL students in our conversation about special education. I explained to her about our class conversation about the concerns that some ELL students were receiving IEP’s based on their language barrier and not a learning disability. She was surprised and confused how any ELL student could be given an IEP without going through the due process under IDEA that any other student would be required to complete.

Mr. Daren Lindstrom requested a phone interview. Mr. Daren resides Minnesota Adult Teen challenge 1619 Portland Ave south. Privacy practices and Tennessen notices were reviewed verbally. The interview was not recorded due to being a phone call.

A semi-structured interview with open-ended question was used to capture informants’ perceptions as well as their experiences and feelings (Nehlin, Nyberg, and Oster, 2015). Some of the open-ended questions were given for example, “(when on drugs) I could run my daily life. I was accepted, I felt normal” (Nehlin, Nyberg, and Oster, 2015). The informants’ were asked during the interview to narrate their own story, in this regard; promoting questions were used to explore the informants’ perceptions, experiences, and feelings more in depth. An interview guide was developed to ensure that the areas of interest be covered in all interviews. The interview guide was piloted on two persons, which led to minor adjustments. The included questions were related to the areas of interest. The interviews were conducted on a subject-by-subject basis, and the areas of exploration were graphically drawn on a sheet of paper (Nehlin, Nyberg, and Oster, 2015). With

Formative evaluation and summative evaluation are the two factors that determine the purpose of educational evaluation (Glickman, Gordon, & Ross-Gordon, 2014, p. 225). Robert Stakes says it best in his comment: “When the cook tastes the soup, that 's formative: When the guests taste the soup, that 's summative” (Billard, 2011). Just as a cook, evaluators are using formative evaluations to keep the program in balance, to improve the program, to eliminate distractions from goals and to reassure that the program follows the pre-established guidelines. Consequently, the evaluators are using the summative evaluations to determine if the programs are fulfilling their purpose; the sole outcome of summative evaluation is to keep the programs, to modify dramatically the programs or to terminate the programs (Glickman et al., 2014). As an inference from Stakes’ quote, the summative evaluations can include the findings from formative evaluations (Glickman et al., 2014).