Tagged: teacher reflection

Back to the Basics

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Educators across the country are sharing how this school year was far more difficult than the previous two years during the pandemic. There have been many pivots (I know, I know . . . that is like a four-letter word), many shifts, and many concerns raised as students return to school and socialize with peers they have not seen for a long time. This was a year like no other. As it comes to an end, educators have an opportunity to take a breath and reflect on what worked well and areas in which to seek growth. There is also an opportunity to think about going back to the basics with assessment practices. The pace of the year had many teachers juggling way too many responsibilities; summer brings time to reflect and opportunities for collaboration. This time allows teams to dig into the skills and knowledge students struggled with the most and design formative and summative assessment practices that align with the standards. Read more

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For Leaders: Recognizing Quality Assessment in the Classroom

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A few years ago, after a number of professional learning experiences on the topic of assessment, several principals in my district asked how they might recognize strong assessment when they saw it during classroom observations or walkthroughs. They also wondered what questions they might ask to invite further reflection and refinement. These were fair questions because we often develop our assessment philosophies and practices in environments removed from the classrooms in which they will eventually be applied. Understanding something is one thing, and implementing it is an entirely different enterprise. So how do we recognize quality assessment as it is being lived out in classroom spaces, and how can leaders support teacher reflection on assessment practices? Read more

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Take Time to Smell the Roses

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Along with the change of seasons from winter to spring comes the anticipation of new growth—it may be seen in the budding of leaves or blooming of early flowers.  But for many educators, when the calendar pages arrive at spring, it signals a different type of anticipation.  Instead of “Ahh, spring!” the reaction is “Agghh!  Spring!” The final stretch of the race is here, what some educators call “crunch time.”  We might hear worried statements such as “We still have so much to teach before the end of the year”, “My kids aren’t ready for testing”, or “I can’t get everything done.”  In our “busy-ness” and haste, we might not notice the many forms of new growth taking place right before us.  Maybe we aren’t taking the time to “smell the roses.” Read more