Note: This entry is the first in a four-part series by Cassandra Erkens.

School improvement conversations fail when everyone walks away frustrated, the public angrily engages, and all change efforts within the initiative are abandoned. Sadly, many grading conversations fall into that failing category. In fact, the mere worry that things might go badly prohibits some very smart educational leaders from ever launching the grading conversation.

Conversations about grading can prove challenging. They are fraught with ingrained expectations, past practices, emotions, and opinions. But just because they’re hard conversations, doesn’t mean they should be avoided. Sometimes, those are the most important conversations to have. Indeed, generating clarity and consistency in policy and practice across a school building or district—especially on something as significant as grading—is crucial work.  
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