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ERIC Number: EJ1194537
Record Type: Journal
Publication Date: 2018-Oct
Pages: 6
Abstractor: ERIC
ISSN: ISSN-0276-928X
Strong Teams, Strong Results: Formative Assessment Helps Teacher Teams Strengthen Equity
Love, Nancy; Crowell, Michelle
Learning Professional, v39 n5 p34-39 Oct 2018
Teacher teams focused on developing collective expertise in high-leverage, equity-promoting practices can chip away at low expectations, racism, and cultural biases that marginalize special education students, English language learners, students of color, and other at-risk students. With appropriate professional learning on formative assessment, and the structures and follow-through to support those practices, teacher teams can create more equity schools. At Madeline English School in Massachusetts, passion and persistence have resulted in a climate of high achievement for all that is accompanied by encouraging test results, especially for special education students and English language learners. Four key ingredients that made this change happen include: (1) Professional learning for team leaders and administrators based in a practical framework with protocols for team learning and equity; (2) Thoughtful rollout; (3) Regular structure and schedules for team meetings; and (4) Consistent follow-through by school leaders. Team-based data coaching helps schools use formative assessment data to drive short cycles of improvement. The Formative Assessment for Results Cycle includes four steps: (1) Clarify the learning journey; (2) Infuse formative assessments; (3) Analyze formative assessments; and (4) Take five actions in response to formative assessment results to improve instruction in ways that meet students' needs (feedback; investigation; reteaching, re-engaging, and regrouping; moving on; and extension).
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Massachusetts