As someone who coaches schools in the design and use of assessment to support student learning, I’ve observed the gamut of implementation. Some teams are hesitant to move forward with the process of changing their assessment practices, barely dipping their toes in the water, for fear of making a wrong move. Other teams comply with the expectation to give specific assessments but aren’t using the data that comes from them because they’re unsure how to proceed. Yet there are many teams who, even though the practices are new and potentially challenging, dive into the process with a sense of commitment and confidence. Read more
Kim Bailey is director of staff development and instructional support for the Capistrano Unified School District in California. She is also an adjunct faculty member at Chapman University in Orange, California.
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When a school begins its journey to become a professional learning community, it’s fairly common for teacher teams to experience a lack of clarity about their purpose. Not only are they unclear about how they’re supposed to spend their time, they might even be questioning the premise that working collaboratively could lead to improved student learning.