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Informationen zum Autor Amy Colton is a senior consultant for Learning Forward and Executive Director of Learning Forward Michigan. Amy’s work is influenced by her experience as a special education teacher and a district professional learning consultant. As a teacher-in-residence for the National Board for Professional Teaching Standards, she coordinated the development of the Board’s first teaching certificate. She engages district staff in a variety of learning experiences in support of their journey to cultural. In addition, Amy facilitates professional learning in the areas of: Collaborative Inquiry, Teacher Leadership, PLC development and the Design, Implementation and Evaluation of Professional Learning. Amy is the co-creator of the Collaborative Analysis of Student Learning, a collaborative inquiry process that engages teachers in the study of student work to improve their practice. Her work appears in publications including the The Learning Professional, ASCD, and Corwin Press. She also serves as Learning Forward’s lead evaluator and project manager for the Learning School Designation. Klappentext A proven approach to transformative professional learning that raises achievement for all students!Does professional learning at your school promote teacher growth and propel student achievement? If you&r Zusammenfassung The Collaborative Analysis of Student Work is a comprehensive guide to implementing a research-based approach to professional learning that drives educator effectiveness and promotes learning for every student. This book includes step-by-step guidance to implementation supported by numerous tools, protocols, and rich examples. Inhaltsverzeichnis Introduction SECTION A. CASL: OVERVIEW AND BACKGROUND 1. The Collaborative Analysis of Student Learning: Essential Features and Benefits Why is the Collaborative Analysis of Student Necessary? What are the Essential Features of CASL? A Conceptual Framework: Teacher as Collaborative Inquirer Structured Inquiry A Focus on Standards of Excellence Case-Study for Equitable Responsiveness Inquiry Over Time Productive and Intentional Collaboration Skilled Facilitation And Organizational Support What are the Benefits of CASL? Studies of CASL 2004-Present Benefits to Students Benefits to Teachers Commitment to and Confidence in Ability to Promote Student Learning Cultural Competency Professional Knowledge Alignment Among Standards, Assessments, and Instruction Collaborative Sharing of Expertise Professional Awareness and Self-Assessment National Board for Professional Teaching Standards Certification Benefits to Parents and Organizations Summary 2. Why CASL Works. The Framework: Teacher as Collaborative Inquirer A Vision of The Collaborative Inquirer The Framework: Teacher as a Collaborative Inquirer Professional Knowledge Base for Teaching The Collaborative Inquiry Cycle: Constructing Meaning Share Background Observe Analyze and Interpret Draw On Their Knowledge Base Dialogue Reflect Act Filtering System Beliefs Feelings Dispositions 0f Collaborative Inquirers Moral Stance Collective Responsibility Cultural Competency Efficacy Develop Collaborative Inquirers Summary SECTION II. BUILDING A CULTURE FOR COLLABORATIVE INQUIRY 3. Working Agreements and Communication for Collaborative Inquiry Working Agreements Communication Skills Dialogue Committed Learning Non-Productive Listening Judgmental Listening Autobiographical Listening Inquisitive Listening Solution Listening Pausing Matching Verbal and Nonverbal Cues Paraphrasing Probing Probing for Clarity Empowering Probes (Presupposit...
About the author
Amy Colton is a senior consultant for Learning Forward and Executive Director of Learning Forward Michigan. Amy’s work is influenced by her experience as a special education teacher and a district professional learning consultant. As a teacher-in-residence for the National Board for Professional Teaching Standards, she coordinated the development of the Board’s first teaching certificate. She engages district staff in a variety of learning experiences in support of their journey to cultural. In addition, Amy facilitates professional learning in the areas of: Collaborative Inquiry, Teacher Leadership, PLC development and the Design, Implementation and Evaluation of Professional Learning. Amy is the co-creator of the Collaborative Analysis of Student Learning, a collaborative inquiry process that engages teachers in the study of student work to improve their practice. Her work appears in publications including the The Learning Professional, ASCD, and Corwin Press. She also serves as Learning Forward’s lead evaluator and project manager for the Learning School Designation.
