KnowledgeBases > Collaborating to Improve Teacher and Student Work
Seeking input from colleagues and experts implies a willingness to interact with other knowledgeable teachers and educators on ways to improve instruction and student work from the output of assessments for learning. The challenge lies in how to collaborate effectively with others to do so. Two resources from the Center for Collaborative Education, Looking Collaboratively at Student and Teacher Work and Professional Collaboration to Improve Teacher and Student Work offer guidance and insights on how teachers can collaborate effectively to improve instruction. Though written in the context of the "Turning Points" design model for middle school change, these documents provide useful examples of effective collaborative processes all teachers can embrace.
Looking Collaboratively at Student and Teacher Work makes available a collection of protocols with discussion and rationale for looking at student work to improve instruction. The six protocols addressed in this guide include the following:
Each of these protocols offers a structured process for specific areas of instruction. The guide provides supporting advice for using each one. They can be helpful as a group of teachers gather to assess the output from their classroom assessments as they consider adjustments in their instruction and future assessments.
As teachers interact together, the guide suggests the following norms be applied to the effort.
The second resource, Professional Collaboration to Improve Teacher and Student Work, presents a series of brief stories with examples of teachers interacting to improve their instruction and the students' work.
To read each of these complete documents, click on each of the resources below.
Looking Collaboratively at Student and Teacher Work, Turning Point Guides, Center for Collaborative Education
Professional Collaboration to Improve Teacher and Student Work, Anne Wheelock, Conversations, Vol 1, Number 1, Fall 2000