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.

• IntroductionSECTION A. CASL: OVERVIEW AND BACKGROUND1. The Collaborative Analysis of Student Learning: Essential Features and BenefitsWhy is the Collaborative Analysis of Student Necessary?What are the Essential Features of CASL?A Conceptual Framework: Teacher as Collaborative InquirerStructured InquiryA Focus on Standards of ExcellenceCase-Study for Equitable ResponsivenessInquiry Over TimeProductive and Intentional CollaborationSkilled Facilitation And Organizational SupportWhat are the Benefits of CASL?Studies of CASL 2004-PresentBenefits to StudentsBenefits to TeachersCommitment to and Confidence in Ability to Promote Student LearningCultural CompetencyProfessional KnowledgeAlignment Among Standards, Assessments, and InstructionCollaborative Sharing of ExpertiseProfessional Awareness and Self-AssessmentNational Board for Professional Teaching Standards CertificationBenefits to Parents and OrganizationsSummary2. Why CASL Works. The Framework: Teacher as Collaborative InquirerA Vision of The Collaborative InquirerThe Framework: Teacher as a Collaborative InquirerProfessional Knowledge Base for TeachingThe Collaborative Inquiry Cycle: Constructing MeaningShare BackgroundObserveAnalyze and InterpretDraw On Their Knowledge BaseDialogueReflectActFiltering SystemBeliefsFeelingsDispositions 0f Collaborative InquirersMoral StanceCollective ResponsibilityCultural CompetencyEfficacyDevelop Collaborative InquirersSummarySECTION II. BUILDING A CULTURE FOR COLLABORATIVE INQUIRY3. Working Agreements and Communication for Collaborative InquiryWorking AgreementsCommunication SkillsDialogueCommitted LearningNon-Productive ListeningJudgmental ListeningAutobiographical ListeningInquisitive ListeningSolution ListeningPausingMatching Verbal and Nonverbal CuesParaphrasingProbingProbing for ClarityEmpowering Probes (Presuppositions)Probing for BeliefsPutting Ideas on The TablePutting It All TogetherSummary4. Leadership and SupportDevelop and Uphold a Shared VisionApply Both Pressure And Support to Reach The VisionPromote Teachers’ Curiosity and Collective ResponsibilityAnalysis of Student DataExamination Of The UnknownReview of Relevant ResearchSupporting Teachers’ Engagement in CASLDevelop Interest In CASLEstablish Collaborative TeamsIdentify The Target Learning AreaProvide ResourcesMeeting ExpensesCompensation For Facilitator and ParticipantsProfessional Learning Opportunities and MaterialsProvide Incentives and Celebrate VictoriesModel A Commitment to Collaborative InquirySummary5. Facilitation of Collaborative InquirySelection of A Study Group FracilitatorThe Art of FacilitationThe Directive ApproachThe Collaborative ApproachThe Nondirective ApproachFlexing For Various PurposesIdentify A Teacher’s AssumptionIdentify Gaps in Teachers’ Professional Knowledge BaseFacilitating The Flow of CuriosityPreparation For Facilitation of CASLPlanning With The School LeadershipTeachers’ Expertise and Prior ExperienceContextual BackgroundLogisticsComposition of Study GroupsScheduling and Pacing of CASL SessionsArranging Space for CASL SessionsGathering Necessary MaterialsGetting Acquainted with The TeachersThe CASL Session Design and Supportive ToolsOpening SessionEngaging In Professional LearningOrganizing for The Next SessionGroup and Individual DocumentationPublic Notes of Group ThinkingIndividual Notes and Written ReflectionsDeveloping Consistent Use of the Working Agreements and Communication SkillsGrowing In Your FacilitationStart SmallCo-FacilitateEngage the LeadersPursue Additional LearningInquire Into the Group’s Learning and Your Role in Facilitating ItSummarySECTION III. THE FIVE CASL PHASESThe 5 CASL PhasesAdapting The CASL Phases For Local NeedsThe CASL Introductory SessionPreparation and MaterialsTeacher Learning OutcomesAgendaHow to Use Chapters 6-96. Phase I: Establishing a Focus for CASL InquiryPhase I OverviewPhase I Preparation and MaterialsPhase I Teacher Learning OutcomesGuiding A Study Group Through Phase IProtocol Step 1. Share BackgroundProtocol Step 2. Observe Patterns In DataProtocol Step 3. Analyze The Power of the TLA as a Focus for InquiryProtocol Step 4. Plan TLA Outcomes and AssessmentsProtocol Step 5. ReflectAssessment Knowledge and ExperienceInconsistent Use of Scoring Criteria (Lack of Reliability)When A Rubric Is MandatedNo Test Data AvailableTeachers New To District Content Outcomes and CurriculumSummaryChapter 7. Phase II: Defining Teachers’ Professional Learning Goals7. Phase II: Defining Teachers’ Professional Learning GoalsPhase II OverviewPhase II Preparation and MaterialsPhase II Teacher Learning OutcomesProfessional Knowledge BaseSkills for Collaborative InquiryFilters and DispositionsGuiding A Study Group Through Phase IIOpening The SessionProtocol Step 1. Share BackgroundProtocol Step 2. Observe Patterns In Initial Assessment DataProtocol Step 3. Analyze Professional Learning GoalsProtocol Step 4. Plan for Professional LearningProtocol Step 5. ReflectPhase II: AdaptationsCurriculum RevisionLack of Experience with AssessmentConsiderable Experience with AssessmentHesitation to Share Student WorkLimited TimeMultiple Scores For Each StudentMandated Assessment or Scoring RubricChanging the Focus StudentChapter Summary8. Phase III: Inquiring Into Teaching For LearningPhase III OverviewPhase III Preparation and MaterialsGroup Member PreparationMaterialsPhase III Teacher Learning OutcomesProfessional Knowledge BaseSkills for Collaborative InquiryFilters and DispositionsGuiding A Study Group Through Phase IIIPhase II: AdaptationsChapter Summary9. Phases IV. Assessing Learning Progress and CASL Phase V. Integrating Learning Into Teachers’ Professional PracticePhase IV OverviewPhase IV Preparation and MaterialsPhase IV Teacher Learning OutcomesGuiding A Study Group Through Phase IVPhase IV: AdaptationsTeacher Learning OutcomesGuiding A Study Group Through Phase VChapter SummaryConclusionAppendix. 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."