The Collaborative Analysis of Student Learning : Professional Learning that Promotes Success for All /: Professional Learning that Promotes Success for All. ([2016])

• Record Type: Book
• Further Information: Note: Amy Colton, Georgea Langer, Loretta Goff ; foreword by Delores B. Lindsey and Randall B. Lindsey.
• Authors: Colton, Amy B, 1954-; Langer, Georgea M, 1948-; Goff, Loretta S, 1953-
• Contents: Introduction; SECTION I. 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 (Presuppositions); Probing for Beliefs; Putting Ideas on The Table; Putting It All Together; Summary; 4. Leadership and Support; Develop and Uphold a Shared Vision; Apply Both Pressure And Support to Reach The Vision; Promote Teachers’ Curiosity and Collective Responsibility; Analysis of Student Data; Examination Of The Unknown; Review of Relevant Research; Supporting Teachers’ Engagement in CASL; Develop Interest In CASL; Establish Collaborative Teams; Identify The Target Learning Area; Provide Resources; Meeting Expenses; Compensation For Facilitator and Participants; Professional Learning Opportunities and Materials; Provide Incentives and Celebrate Victories; Model A Commitment to Collaborative Inquiry; Summary; 5. Facilitation of Collaborative Inquiry; Selection of A Study Group Fracilitator; The Art of Facilitation; The Directive Approach; The Collaborative Approach; The Nondirective Approach; Flexing For Various Purposes; Identify A Teacher’s Assumption; Identify Gaps in Teachers’ Professional Knowledge Base; Facilitating The Flow of Curiosity; Preparation For Facilitation of CASL; Planning With The School Leadership; Teachers’ Expertise and Prior Experience; Contextual Background; Logistics; Composition of Study Groups; Scheduling and Pacing of CASL Sessions; Arranging Space for CASL Sessions; Gathering Necessary Materials; Getting Acquainted with The Teachers; The CASL Session Design and Supportive Tools; Opening Session; Engaging In Professional Learning; Organizing for The Next Session; Group and Individual Documentation; Public Notes of Group Thinking; Individual Notes and Written Reflections; Developing Consistent Use of the Working Agreements and Communication Skills; Growing In Your Facilitation; Start Small; Co-Facilitate; Engage the Leaders; Pursue Additional Learning; Inquire Into the Group’s Learning and Your Role in Facilitating It; Summary; SECTION III. THE FIVE CASL PHASES; The 5 CASL Phases; Adapting The CASL Phases For Local Needs; The CASL Introductory Session; Preparation and Materials; Teacher Learning Outcomes; Agenda; How to Use Chapters 6-9; 6. Phase I: Establishing a Focus for CASL Inquiry; Phase I Overview; Phase I Preparation and Materials; Phase I Teacher Learning Outcomes; Guiding A Study Group Through Phase I; Protocol Step 1. Share Background; Protocol Step 2. Observe Patterns In Data; Protocol Step 3. Analyze The Power of the TLA as a Focus for Inquiry; Protocol Step 4. Plan TLA Outcomes and Assessments; Protocol Step 5. Reflect; Assessment Knowledge and Experience; Inconsistent Use of Scoring Criteria (Lack of Reliability); When A Rubric Is Mandated; No Test Data Available; Teachers New To District Content Outcomes and Curriculum; Summary; Chapter 7. Phase II: Defining Teachers’ Professional Learning Goals; 7. Phase II: Defining Teachers’ Professional Learning Goals; Phase II Overview; Phase II Preparation and Materials; Phase II Teacher Learning Outcomes; Professional Knowledge Base; Skills for Collaborative Inquiry; Filters and Dispositions; Guiding A Study Group Through Phase II; Opening The Session; Protocol Step 1. Share Background; Protocol Step 2. Observe Patterns In Initial Assessment Data; Protocol Step 3. Analyze Professional Learning Goals; Protocol Step 4. Plan for Professional Learning; Protocol Step 5. Reflect; Phase II: Adaptations; Curriculum Revision; Lack of Experience with Assessment; Considerable Experience with Assessment; Hesitation to Share Student Work; Limited Time; Multiple Scores For Each Student; Mandated Assessment or Scoring Rubric; Changing the Focus Student; Chapter Summary; 8. Phase III: Inquiring Into Teaching For Learning; Phase III Overview; Phase III Preparation and Materials; Group Member Preparation; Materials; Phase III Teacher Learning Outcomes; Professional Knowledge Base; Skills for Collaborative Inquiry; Filters and Dispositions; Guiding A Study Group Through Phase III; Phase II: Adaptations; Chapter Summary; 9. Phases IV. Assessing Learning Progress and CASL Phase V. Integrating Learning Into Teachers’ Professional Practice; Phase IV Overview; Phase IV Preparation and Materials; Phase IV Teacher Learning Outcomes; Guiding A Study Group Through Phase IV; Phase IV: Adaptations; Teacher Learning Outcomes; Guiding A Study Group Through Phase V; Chapter Summary; Conclusion; Appendix. Responses To Exercises in Chapters 7-8;
• Publisher Details: Thousand Oaks, California : Corwin
• Publication Date: 2016
• Extent: 1 online resource
• Subjects: 371.264; Educational tests and measurements; Group work in education; Academic achievement -- Evaluation
• Languages: English
• ISBNs: 9781506303987; 1506303986
• Related ISBNs: 9781483358178
• Notes: Note: Includes bibliographical references and index.
• Access Rights: Legal Deposit; Only available on premises controlled by the deposit library and to one user at any one time; The Legal Deposit Libraries (Non-Print Works) Regulations (UK).
• Access Usage: Restricted: Printing from this resource is governed by The Legal Deposit Libraries (Non-Print Works) Regulations (UK) and UK copyright law currently in force.