We define singletons as those teachers who are the only one who teaches a grade level or subject area in their school.
When schools define themselves as professional learning communities, one of the hallmarks of that work is to work with a collaborative team with whom teachers learn together. Read more
I was recently working with a team to develop common formative assessments, and they were having some difficulty generating appropriate questions and tasks for the standards being addressed in this particular unit of study.
We talked through the standards, as well as the learning targets, and brainstormed assessments methods to match the various elements of learning required for students to master the concept. Still, we were in a pause.
So, I decided to change course.
Instead of further belaboring the learning targets and what student proficiency would need to look like, I engaged the team to consider what was preventing student learning in the first place. Read more
When I chat with teachers about the power of common formative assessments, the conversations are generally positive. Almost universally, teachers see the value of identifying whether students are learning the concepts and skills that they are targeting in their instruction. They conceptually agree with the practice and value the process of working with a collaborative team to design the assessments and analyze the results. Read more