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Kim Bailey

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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Reaching the Tipping Point Through Common Formative Assessment

Kim Bailey

February 13, 2015

Categories: Assessment

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.

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Practicing Peer Feedback: More Observations, Less Evaluation

William M. Ferriter

September 7, 2017

Over the last several years, I’ve done a ton of experimenting in my sixth-grade classroom with peer feedback—structured opportunities for students to give and receive feedback from one another.

That’s primarily a function of efficiency. Teaching close to 120 students with a wide range of skills and abilities every single year makes it darn near impossible for me alone to provide feedback to the learners in my classroom. If the best feedback is both timely and directive—an argument that Bob Marzano made nearly a decade ago—we need to teach students to look for guidance and support from one another, rather than simply waiting to receive feedback from classroom teachers, who are perpetually buried in stacks of papers that need to be graded. Read more