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
“Whether we plan it or not, culture will happen. Why not create the culture we want?”
—Carmine Gallo, The Storyteller’s Secret
Have you ever started a new book and just . . . lost interest? Have you ever started a book and found yourself so enthralled that you could hardly put it down? Each school year, educators have the opportunity to write a new story—and the beginning of that story is critical. No matter the setting (face-to-face, virtual, blended), many educators begin with a similar focus: creating a culture of learning. Time dedicated to this work varies. Some educators feel the pressure of beginning content and spend minimal time focused on culture. Some believe the work of culture never truly ends. Regardless of where you fall on this spectrum, do you know the impact your assessment practices have on the culture you are trying to create? Read more
Just like many of you, I had to develop a whole new set of skills in the last few months, as learning went online for the adults I work with in the same way most of you moved to remote teaching with your students.
Truthfully, I’ve gotten caught up in exploring many of the online tools teachers are using to share learning experiences with their students. Read more
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
There is an English proverb, “necessity is the mother of invention,” that fits in education today as teachers are forced to become digitally innovative in the face of immediate, and possibly an extended, period of need during the COVID-19 lockdown. These are indeed challenging times.
But what if it’s an opportunity too? If I could wave my magic wand and offer a little peace of mind to teachers today, I’d offer this support: Read more
I think I always knew how important it is to connect the dots as we work to implement new ideas and provide professional development, but recently I was reminded of the crucial nature of making connections to make learning meaningful. Read more
Think of a recent assessment design conversation you had with a colleague. What aspect of the assessment process did you discuss? Did you consider which standards to assess? Did you talk about how many questions, or tasks, were needed to determine student mastery? Or, did you examine the content that you would evaluate?
As the director of assessment at a large public high school in the Midwest, I engage in these assessment conversations often with teachers and collaborative teams. While we discuss all aspects of the assessment process, the most common question I hear from teachers is, “What should my assessments look like?” Read more