Session Outline
Setting the Stage: Why Image-Based Assessment? (0–15 min)
Quickwrite & share: “What do you look for on a math walkthrough?”
Mini-case: Analyze three sample student responses to an image prompt.
Debrief: Why visible thinking matters for leadership.
Practicing the Tools: Spotting Misconceptions (15–35 min)
Guided practice with 3 prompts (table of values, geometric diagram, fraction model).
Pair/group analysis of student work samples.
Whole-group share: Top 5 misconceptions administrators should look for.
Introduce Collins Type One & Type Two strategies for surfacing reasoning.
Designing Your Playbook (35–55 min)
Design sprint: Draft an image-based prompt for a grade level participants supervise.
Introduce and practice with the walkthrough checklist & observation protocol.
Reflection quickwrite: “One way I can use this tool in the next 2 weeks is…”
Optional gallery walk (if 60 minutes).
Closing (55–60 min)
Collective commitments shared aloud.
Resources provided: checklist, protocol, sample prompts, references.
Learning Outcomes
By the end of the session, participants will:
Understand how image-based assessments reveal student reasoning and misconceptions.
Apply quickwrite strategies (Type One & Type Two) from the Collins framework to mathematics.
Practice analyzing real student work samples using visual prompts.
Develop their own image-based check for understanding aligned to grade-level math content.
Implement a principal-friendly observation checklist and protocol to strengthen instructional coaching.
Connect assessment practices to PSEL Standards and NCTM’s Standards for Mathematical Practice.
Standards Alignment
Professional Standards for Educational Leaders (PSEL)
Standard 1: Mission, Vision, and Core Values – Leaders commit to high expectations by focusing walkthroughs on authentic learning evidence (NPBEA, 2015).
Standard 4: Curriculum, Instruction, and Assessment – Administrators support aligned assessments that prioritize reasoning and understanding (NPBEA, 2015).
Standard 6: Professional Capacity of School Personnel – Leaders build teacher capacity through collaborative analysis of student work (NPBEA, 2015).
Standard 10: School Improvement – Making student thinking visible provides formative data to drive systematic improvement (NPBEA, 2015).
Standards for Mathematical Practice (SMPs)
SMP 1: Make sense of problems and persevere in solving them – Students explain reasoning using image-based prompts (NGA & CCSSO, 2010).
SMP 3: Construct viable arguments and critique the reasoning of others – Administrators learn how to surface reasoning and misconceptions (NGA & CCSSO, 2010).
SMP 6: Attend to precision – Prompts highlight students’ use of mathematical vocabulary and representations (NGA & CCSSO, 2010).
SMP 7: Look for and make use of structure – Images such as data tables or graphs help students recognize mathematical patterns (NGA & CCSSO, 2010).
National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for mathematics. National Governors Association Center for Best Practices, Council of Chief State School Officers. http://www.corestandards.org
National Policy Board for Educational Administration. (2015). Professional standards for educational leaders 2015. Author. http://www.npbea.org
Gutiérrez, R. (2010). The sociopolitical turn in mathematics education. Journal for Research in Mathematics Education, 41, 1-32.
Hand, V., Penuel, W. R., & Gutiérrez, K. D. (2012). (Re) Framing Educational Possibility: Attending to Power and Equity in Shaping Access to and within Learning Opportunities. Human Development, 55(5-6), 250-268.
Nasir, N. S., Snyder, C. R., Shah, N., & Ross, K. M. (2012). Racial storylines and implications for learning. Human Development, 55(5-6), 285-301.
Stinson, D. W. (2006). African American male adolescents, schooling (and mathematics): Deficiency, rejection, and achievement. Review of Educational Research, 76(4), 477-506.
Leonard, J., Brooks, W., Barnes-Johnson, J., & Berry, R. Q. (2010). The nuances and complexities of teaching mathematics for cultural relevance and social justice. Journal of Teacher Education, 61(3), 261-270.
Boaler, J., Wiliam, D., & Brown, M. (2000). Students' experiences of ability grouping: Disaffection, polarisation and the construction of failure. British Educational Research Journal, 26(5), 631-648.
Esmonde, I. (2009). Ideas and identities: Supporting equity in cooperative mathematics learning. Review of Educational Research, 79(2), 1008-1043.
Gresalfi, M. S. (2009). Taking up opportunities to learn: Constructing dispositions in mathematics classrooms. The Journal of the Learning Sciences, 18(3), 327-369.
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