Looking At Student Work: Reflections from the Classroom - Compelling evidence of the effect of teacher expertise on student achievement necessitates that we rely heavily on utilizing data to not only inform decisions but to sustain schools in continuous improvement. This course operates from the belief that the best evidence of effective teaching and learning is the work that students themselves produce. These artifacts become a valuable mirror that reflects classroom practice. Unlike a standardized test, student works speaks directly and revealingly of what teachers and students actually know and do. Through collaborative practice of examining student work (ESW), we will learn to translate information into informed action: changed perceptions of students; revised curricula and teaching strategies; new goals and a sense of direction for a faculty.
This multi-session seminar will follow an action research model where participants will learn to facilitate ESW groups in their schools. Through modeling, guided practice and coaching, each participant will develop a portfolio of the effects of ESW on student achievement. There is an expectation that participants will utilize and practice skills with their ESW school-based teams between seminar meetings. On-line support by participants and instructor will be provided on a weekly basis.
- Outcomes: During this seminar participants will:
- Study the rationale for examining student work (ESW) in order to engage a school-based team in ESW during the second semester.
- Acquire expertise in ESW protocols in order to examine, evaluate, interpret and discuss student work.
- Develop skills in order to facilitate the ESW team in their school.
- Create a portfolio of learning, evidence of use, and impact on student achievement. Portfolios will be presented at a final exhibition for others engaging in continuous school improvement.
- Utilize on-line resources to support each other in the ESW process