Professional Development: Leaders of their Own Learning

They translate state and common core standards into learning goals for lessons.

Changes the primary role of assessment from evaluating and ranking students to motivating them to learn (Self-reflective understanding by student).

Assessments for learning that occur frequently at the outset of and during learning to enable teachers to adapt their instruction.

Assessments of learning that reflect student progress at a particular point in time.

Give students a leadership role in communicating their progress to their families.

A collection of student work that evidences student progress toward mastery of learning target.

The fundamental query that directs the search for understanding. Everything in the curriculum is studied for the purpose of answering it.

Its purpose is to help provide focus and coherence for units of study.

Usually structured in a step-by-step procedure (as in, "First, find a partner. Then, take turns reading the provided paragraph aloud."), and can be used in multiple ways: a small sample of these uses includes sharing information, peer editing, or brainstorming; addressing complex social and academic challenges; sharing successes and points of view; heading off typical errors in learning; or introducing a new and engaging topic.

Makes learning come alive for students, allows students to deeply explore topics, and requires students to engage in original research.

Exemplars of work used to build a vision of quality. They can be drawn from current or prior student work or from professionals.

Enriches the work of the learning expedition, case study, or project (e.g., data collection, interviews, structured observations) and allows students to be researchers, not spectators.

Attention to accuracy, detail, and beauty is done with care and precision.

Uses format and standards from the professional world and work is original.

Work prioritizes transfer of understanding to new contexts.

Believing that intelligence can grow.