Learning from Student Work
Author: Nidus, G., Sadder, M.
Publisher: Association for Supervision and Curriculum Development (ASCD)
Publication Date: 2009, February
Journal: Educational Leadership
Journal Volume: 66(5)
Full text available online at: http://www.ascd.org/publications/educational_leadership/feb09/vol66/num05/Learning_from_Student_Work.aspx
Abstract (written by WestEd)
To effect gains in student achievement, teachers need to administer formative assessments to students and analyze these assessments to guide their own instruction. However, many teachers are unaware how to make sense of student work. The authors, both literacy coaches, discuss the formative coaching strategy for working with teachers towards this goal. The authors define formative coaching as "a collaborative process of examining student work and other formative data to bridge the gap between professional development and actual classroom practice." They developed a formative coaching cycle, in which they help teachers deeply analyze formative data and discuss possible instructional strategies to address the challenges students face. The article includes an outline of the steps in the Quick Sort Protocol that the authors have developed and a sample conversation between coach and teacher.
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From WestEd.org
Closing the Gap: Meeting the Achievement Challenge in California
Show 5: Vanguard Learning Center
Through this six-part video series, visit six different California schools that are making strides toward closing the achievement gap. Listen in to panel discussions as researchers and school staff members explore what each school is discovering.
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