A question like “what do you want your children to be like when they leave your class?” seems simple on the surface, but it quickly becomes complex when teachers are asked to name, prioritize, and document the kinds of student learning and engagement they value most. This article shares the ongoing work of a regional learning community that focuses on defining the goals of student learning, describing what that looks like in their classrooms, and documenting evidence of its value.
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References
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MossC.M.BrookhartS.M. (2015). Formative classroom walkthroughs: How principals and teachers collaborate to raise student achievement. Alexandria, VA: ASCD.
