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Protocols for looking at student work

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This collection contains a variety of protocols that teachers teams may use when analyzing student work and using evidence of student learning to drive instruction.

Protocol

Purpose

Time

Collaborative Assessment Conference Protocol

This protocol can be used to support teachers in growing their skill in closely analyzing student work. Participants deeply explore the work of a particular student and to inform next steps in their instructional practice.

50 min

Tuning Protocol

This protocol can be used to examine and “fine-tune” teacher work (e.g., lesson or unit plans, tasks, assignments, or assessments) based on evidence of student work.

 50 min

Standards in Practice Protocol

This protocol can be used to analyze student progress toward mastery of established standards and to reflect upon instruction, in order to make adjustments to support student needs.

45-60 min

Learning from Student Work Protocol

This protocol can be used to surface trends in student work and to interpret and reflect on implications for classroom practice.

40 min

Consultancy Protocol

This protocol can be used to engage in a discussion around an identified problem of practice connected to student learning.

60 min

Looking at Data Protocol

This protocol can be used to reflect on student data, focusing on the facts that the data presents, implications for participants’ work, and next steps.  

50 min

Included Resources

This protocol can be used to support teachers in growing their skill in closely analyzing student work. Participants deeply explore the work of a particular student to inform next steps in their instructional practice. 

This protocol can be used to examine and “fine-tune” teacher work (e.g., lesson or unit plans, tasks, assignments, or assessments) based on evidence of student work.

This protocol can be used to analyze student progress toward mastery of established standards and to reflect upon instruction, in order to make adjustments to support student needs. 

This protocol can be used to surface trends in student work and to interpret and reflect on implications for classroom practice. 

This protocol can be used to engage in a discussion around an identified problem of practice connected to student learning.

This protocol can be used to reflect on student data, focusing on the facts that the data presents, implications for participants’ work, and next steps.  

Standards:
Quality Review Indicators 4.1 Teacher Support and Supervision
Audience:
Educational Use:

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