Part 2: Yesterday, I blogged about the important ‘Mirage’ report, in which TNTP, having done some of the best research on public schools (here and here, for example) studied teacher development and found, to its consternation, that massive investments yielded not only unconvincing results—significant improvement by just 3 out of 10 teachers across three large districts—but…
Note:This is the first of three posts i wrote after reflecting upon TNTP’s outstanding Mirage Report…with apparently dispiriting news about the field’s capacity to help teachers get better. You can find the other two posts here and here. Part I: Last week, an organization I admire immensely, TNTP, came out with a report on Professional Development…
In their new book, Embedding Formative Assessment, Dylan Wiliam and Siobhan Leahy make a simple, interesting, and really useful suggestion. Instead of using a rubric to communicate expectations for a given piece of student writing, Wiliam and Leahy suggest using work samples, instead–ideally two or more. “Rubrics,” they note, “rarely have the same meaning for students…
Had a great day Monday talking Check for Understanding with school leaders at RELAY GSE’s National Principal’s Academy. We were talking about observing carefully during student independent work, and particularly the topics of Standardize the Format and Tracking Not Watching–techniques 3 and 4 in TLaC 2.0. If you combine these with Everybody Writes (technique 37) and…
While watching video of teachers this morning, I had a realization about 100% that I’m eager to share. Ultimately, it’s going to cause me to rewrite that section of TLaC 2.0, and because of that I am going to use the opportunity to describe a few other edits to 100% that I think are important as…