The Collaborative Analysis of Student Learning

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.

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 (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

"Teacher collaborative professional learning leads to improved teaching and student learning when it is skillfully orchestrated. In this book, Colton, Langer, and Goff provide an essential resource rich with strategies, tactics, tools, and examples to guide both facilitators and team members to structure collaborative inquiry, analysis, and learning in ways that deepen their learning and practice and increase results for all students." -- Joellen Killion, Senior Advisor "Research has shown for many years that the isolation of teachers is one of the biggest obstacles to improving teacher effectiveness. This book provides practical insights and recommendations on how teachers can work together to increase their impact on student learning. For educators seeking strategies for improving teaching and learning, this important new book will be an invaluable resource." -- Pedro A. Noguera, PhD, Distinguished Professor of Education