Embedded Files
"Leadership is not about process, it is about relationships. It's at least as important for a manager to understand people as it is for that manager to understand the structure of the business."- Art Markham
Articles
Articles
An Investigation of Characteristics, Practices, and Leadership Styles of PBIS Coaches
The Importance of Encouraging Colleagues: Why Everyone Needs a 'Nudger'
Lasting Impressions - Coaching article (located at the bottom of the page)
Literacy Coaching for Change Choices Matter
My Best Tips for Coaching Teachers Greenville County, SC coaching plan
New research shows ways to improve NYC’s Pre-K outcomes through teacher coaching May 2019
No Panacea: Diagnosing What Ails Teacher Professional Development Before Reading for Remedies
A research-based approach to instructional coaching by @stricktlyjason SmartBlogs
Tapping Into the Expertise in the Building: The triad model of peer coaching takes advantage of a powerful professional learning resource available to teachers—their colleagues.
Teacher PD: Who's Training the Classroom Coaches? :Instructional Coaches Get Specialized Training
This District Not Only Supports Early Childhood Educators. It Helps Advance Their Careers.
"Walkthroughs may be a good way to help bring that to light, but they will only be beneficial if the relationships we have in place with our teacher colleagues, the school climate, listening to students, and the feedback we give and get from each other are authentic and not compliant."
"Proper questioning has become a lost art. The curious four-year-old asks a lot of questions... but as we grow older our questioning decreases," observes Tom Pohlmann in his Harvard Business Review article, "Relearning the Art of Asking Questions" (March, 2015). He suggests we consider asking four types of questions:
Clarifying questions help us better understand what has been said.
Adjoining questions are used to explore related aspects of the problem that are ignored in the conversation.
Funneling questions are used to dive deeper. We ask these to understand how an answer was derived, to challenge assumptions, and to understand the root causes of problems.
Elevating questions raise broader issues and highlight the biggest picture. They help you zoom out.
Effective coaching in educational settings can benefit if coaches and mentees follow ground rules spelled out by Ronald Bearwald in Educational Leadership (October 2011) and summarized here:
The best coaching partnerships are voluntary.
Information shared within the coaching partnership should remain confidential.
Coaching activities should seek to expand professional knowledge, develop skills, and explore best practices by promoting examination of the mentee's competencies and experiences, as well as the school culture.
The focus on coaching must be on overall progress, not on the minutiae of day-to-day activities.
A coaching partnership focuses on the practical not the abstract.
http://soprislearning.wordpress.com/2012/03/28/academic-coaching-making-it-work/
Three Essential Principles of Coaching
Three Essential Principles of Coaching
The primary goal of literacy coaching is to improve student learning. Meeting this goal requires an understanding of, and attention to, research on effective district, school, and teacher practices, including a guaranteed and viable curriculum and challenging goals and effective feedback (Marzano, 2003).
Within the overarching goal of improved student achievement are three essential principles of coaching:
Three Essential Principles of Coaching
Three Essential Principles of Coaching
The primary goal of literacy coaching is to improve student learning. Meeting this goal requires an understanding of, and attention to, research on effective district, school, and teacher practices, including a guaranteed and viable curriculum and challenging goals and effective feedback (Marzano, 2003).
Within the overarching goal of improved student achievement are three essential principles of coaching:
1. Coaching should help establish a school culture that recognizes collaboration as an asset.
2. Coaching should develop individual and group capacity to engage in creative problem solving and self-reflection.
3. Coaching should provide a continuum of professional learning opportunities to support adults in their acquisition and use of specific knowledge, skills, and strategies.
By Peter DeWitt on September 10, 2015 6:00 AM
When done correctly, instructional coaching can be so beneficial to our profession. However, there needs to be a positive school climate in place along with coaches who have credibility with their colleagues, and a principal who will support the process. Coaching is not about surface level learning, and too many times schools may say they have coaches but they are only doing it in name alone.
Coaching is about deep, long lasting relationships between a teacher and coach. If we are entering into the coaching relationship we need to do it in a way that won't be a waste time.
Academic Coaching: Making it Work! March 28, 2012 By Jan Hasbrouck, Ph.D.
Academic Coaching: Making it Work! March 28, 2012 By Jan Hasbrouck, Ph.D.
Are you working as a coach? Are you a classroom teacher who receives coaching? If so, you are part of a growing trend! Many schools today have coaches who work with their teacher colleagues to help improve the academic and behavioral outcomes of students. Academic or instructional coaches work in the areas of reading and math, as well as science, social studies, history, etc.Coaching is becoming widespread, even in these challenging economic times. This may be due to the fact that teachers are being asked to significantly raise the bar on student achievement with the adoption of the Common Core State Standards (CCSS), or to help schools meet Adequate Yearly Progress (AYP), or simply because educators are deeply committed to helping every student be as successful and ready as possible for college or a rewarding career. Regardless of the reason for the growing popularity of coaching, teachers need support to achieve these ambitious goals, and coaching is acknowledged as a process that can bring effective professional development into the classroom with individualized and sustained support (Hasbrouck & Denton, 2005; 2010).
However, coaching is not always successful. Some teachers resent having someone in their classroom “telling them what to do.” They might be concerned that a coach could be serving as “a spy for the principal.” Coaches have expressed concerns and even discomfort about their role: should they be acting as supervisors and evaluators of their colleagues? Is it their job to “fix” teachers who are struggling? In my work with coaches over the past several decades, I have found a key to making coaching work is to carefully define the role and the tasks that a coach should undertake (and—those they should not!).
Role definition for coaches begins with getting clarity about what kind of coaching is going to be implemented. There are many models for coaches to follow, such as Cognitive Coaching™ (Costa & Garmston, 1997), peer coaching (Showers & Joyce, 1996), and instructional coaching (Knight, 2007). Some coaches may approach their work using models that originated in school psychology (consultation) (Kampworth, 2003) and special education (collaboration) (Cook & Friend, 2003). Although they may use different strategies, the purpose of all these models is to provide effective professional development and support to teachers with the ultimate goal of improved outcomes for students.
To create the coaching model that I developed with Dr. Carolyn Denton—called Student-Focused Coaching or SFC—we drew on the research on coaching, collaboration, and consultation, as well as on our own practical experiences in the field. SFC is an eclectic, responsive model in which coaches work to provide services by taking on three key roles: (a) Facilitator, (b) Collaborative Planner, and (c) Teacher/Learner.
The coach as facilitator literally helps “facilitate” or support the work of skillful and successful teachers. And as we all know, there are a lot of them out there! When coaching is viewed simply as a process to “fix teachers” what would a teacher likely start to think when the coach walks into her classroom? “Uh, oh…what have I been doing wrong?” and perhaps resentful that “the coach thinks she knows more than I do.” Coaches who help and support teachers are both valued and valuable!
SFC coaches also learn a process called “collaborative planning” where they work shoulder-to-shoulder with a peer colleague to help them devise a successful strategy to help a student (or group of students) with academic and/or behavior concerns. Coaches in this role are truly partners with teachers, sharing a focus on student success.
All teachers need to have the most up-to-date and effective strategies available to them. They need both the knowledge of these tools and the support to learn how to implement them effectively in their classrooms. A coach, serving in the role of Teacher/Learner can design and provide trainings to their fellow teachers (as the “teacher”) and provide follow-up support in the classroom, but should remain open to acquiring new information and widening their own set of effective teaching tactics by continuously looking for ways to be a “learner.”
What are some of the things that a SFC coach should not do in their role? The primary restriction is that no SFC coach should ever be involved in the evaluation of their peers—in any way, shape or form. Coaching must be kept completely separate from supervision and formal evaluation in order for it to be fully effective. Making this separation clear to all parties (the coaches, the teachers receiving coaching, and the principals) is an essential but too often neglected step in defining the role of coaches in the classroom.
Coaching is very challenging, and, when someone is asked to take on this role, it is essential that they have clarity about what the role entails. Teachers who receive coaching also deserve to know what the role of the coach is and what their own role is when they work with a coach.
When we keep our focus on the success of every student, we can achieve great things.
REFERENCES
Cook, L. H., & Friend, M. (2003). Interactions: Collaboration skills for school professionals (4th ed.). Boston: Allyn and Bacon.
Costa, A., & Garmston, R. (1997). Cognitive Coaching: A Foundation for Renaissance Schools, 3rd Ed. Norwood, MA: Christopher-Gordon.
Hasbrouck, J., & Denton, C. (2005). The Reading Coach: A How-to Manual for Success. Longmont, CO: Sopris West.
Hasbrouck, J, & Denton, C. (2010). The Reading Coach 2: More Tools and Strategies for Student-Focused Coaches. Longmont, CO: Sopris West.
Kampworth, T.J. (2003). Collaborative consultation in the schools: effective practices for students with learning and behavior problems. Upper Saddle River. N.J. Merrill.
Knight, J. (2007). Instructional Coaching: A Partnership Approach to Improving Instruction. Thousand Oaks, CA. Corwin Press
Showers, B., & Joyce, B. (March, 1996). The Evolution of Peer Coaching. Educational Leadership, 53 (6), p. 12-16.
A former teacher and instructional coach, Elena Aguilar is now a transformational leadership coach in the Oakland Unified School District.
Traditionally, instructional coaches have played a rather narrow role in schools, usually working primarily one-on-one with another teacher. This work is important and coaches can be instrumental in developing the skills of teachers. But, if the conditions are right, coaches can work in several additional ways to support the transformation of a site.
Coaches can bring teams together in healthy ways, they can support teachers to increase their emotional resiliency, and they can facilitate systems change. As sites make their annual decisions about professional development for next year, I thought I'd chime in with another plug for coaching.
Healthy Teams
We all know it's important to work in teams. We know we can't figure out how to solve the crisis in public schools without collaboration. But how many of us have been a part of a team that has felt useless, dysfunctional, leaderless, or that just didn't fulfill its potential? Working in teams is hard and teams need strong facilitators, people who have been trained specifically on supporting a group of adults to collaborate. This is the role that a coach can play.
In order to effectively support teams, coaches need knowledge about team development, they need to know how to design and facilitate meetings, and they needs skills to manage group dynamics and deal with conflict. The coach also needs to know how to develop the capacity of team members so that at some point they'll be able to take over the facilitation of their work together and the coach can leave. These are not skills that most coaches acquire on their journey into coaching, which usually is a leap straight from the classroom to the coach-hood. But they are extremely high leverage skills to develop and use when working in a coaching capacity.
Coaching for Emotional Resilience
Here's a fact I'm sure no one will argue with: being a teacher or principal is extremely emotionally taxing. It seems like the response to this has always been: go deal with it. Get a therapist. Exercise and sleep more. In other words -- schools (administrators, school boards, policy makers) have felt no responsibility to support those working in the trenches to release some of the emotions that arise in our work; they have allocated no time or structures to allow this to happen. We all know the results of neglecting the emotional health of teachers and principals.
Coaches working with teachers and principals can support this need for emotional release. In my coaching work, I find that a solid chunk of time is always spent giving clients space to process emotions. Until they have had time to talk and sometimes cry, we can't get to the lesson planning, leadership team agenda, or data analysis. That's just the way it is. And yes, sometimes I feel like a therapist, and coaching is not therapy, but it's the reality of how things are in our schools and what educators need. My job as a coach is to meet people where they are and help them move forward. And the road forward is full of emotions, but there's no other way to go -- and a coach can develop skills to move someone down that road and not get stuck in it.
Even more powerful is when a coach can support the client to build emotional resilience. We are always going to face adversity in our work and the odds will seem impossible for a long time; how do we find the confidence and energy to keep working for what we believe in, despite setbacks? A coach can work with an educator to form assessments of the past and current reality that support emotional resilience, a coach can help a client form positive views of the future, connect with his/her personal values, develop a strong sense of personal efficacy, and develop the courage to act on convictions. There are many ways in which a coach guides a client through the emotions that arise to transform them into fuel for our work.
Coaching for Systems Change
The third way in which coaches can impact a school beyond one-on-one coaching is the role they can play in whole school system change. A coach is often uniquely positioned to see the big picture -- the way in which people are working, the impact they're having, the needs of students, teachers and administrators. If they have the skills, coaches can help others see these big pictures and work towards systemic changes. They can support the process of gathering data, information and resources so that changes can be effective. They can use an inquiry process approach to ask questions and explore root causes. Coaches often see the parts and the whole at the same time -- this is essential in systems change.
Clearly, there is much more to say about coaching and the conditions that need to be established for it to be effective. As the field expands and more research is conducted into effective coaching models, I hope that the role of coaches in these three areas of work will be explored. And in the meantime, I hope that those deciding on professional development models will seriously consider what coaching can offer.
For more on coaching, read, "Support Principals; Transform Schools," E. Aguilar, D. Goldwasser and K. Tank-Crestetto
If you like this, you might also like
Five Things to Consider Before Becoming an Instructional Coach by Elena Aguilar
Four Conditions Essential for Instructional Coaching to Work by Elena Aguilar
Teaching How to Teach: Coaching Tips from a Former Principal by Shane Safir
Tips to Improve Instructional Coaching by Jason Stricker
Powerful Interactions with Teachers
Powerful Interactions with Teachers
ExchangeEveryDay May 28, 2013
As knowledge increases, wonder deepens. -Charles Morgan
"Find the strength in the teacher, document it, and show it so she can see it, own it, and use it with greater intention." This is the advice of Amy Dombro, Judy Jablon, and Charlotte Stetson, authors of the popular Powerful Interactions: How to Connect with Children to Extend Their Learning, in their Exchange (May/June 2013) article, "Using Powerful Interactions with Colleagues to Promote Powerful Interactions with Children." They contend...
“The more people attend to the positive dimensions of the present moment, the more positive will be their intentions for future moments.... Video clips and photos are a mirror you can use to help teachers see moments in their own teaching when they are successful. By ‘successful’ we mean times when teachers connect easily with children, use more language, and elicit more learning from children. 'I notice...' statements call attention to these moments. When you describe what you see, you help the teacher become more aware of what she is doing and why it works, so she can use it with greater intention."
EdView360
EdView360
Posted by Edview360 Blog on Wed, Apr 30, 2014 @ 03:00 AM
By Jill Jackson
There are two main components that underpin quality instruction: the context and the content. The context is the how of teaching, and the content is the what of teaching.
When you look at the context of quality instruction, you see that it has two components: classroom management and student engagement. Both management and engagement are totally and completely required in order for students to master the content of any lesson. Without the context in place, you’re just “teaching the lesson” with no focus on how well students are learning or engaging with the content.
It is not uncommon to overhear two teachers having a conversation in the staff room in which one teacher laments, “I taught that; I just don’t know why they didn’t pass the test!” This is a sign that, perhaps, the teacher taught the content but didn’t plan to monitor behaviors and engage the students. Let’s be clear: the teacher is responsible for engaging students—if we leave whether or not to engage up to the students, we are in deep trouble!
When teachers have a solid behavioral and classroom management system in place and expect that students will follow that system, they get more teaching done and more content taught. Why? Because high levels of classroom management are directly related to a teacher’s ability to instruct at a swift pace. Now, I’m not saying that because certain teachers have a good management system they are automatically engaging their students at a high level. But I am saying that it is necessary for teachers to have a solid management system in order for content to be learned in their classrooms. There is no shortcut to management.
Once a management system is in place, the teacher must work on engaging students in responding to and relating to the content. There are several ways to know if students are engaged: they are saying something about the content, they are writing something about the content, and/or they are doing something physical in response to the content (raising a hand to vote for a concept or giving a thumbs-up/thumbs-down response to a question, for example).
Without ways to measure (verbal, written, or physical) engagement, we can mistake engagement for kids sitting really quietly. In fact, we have quite a few teachers who believe that engagement equals sustained, silent staring. I’m here to set the record straight: if you want to know whether kids are engaged, you can only determine their engagement levels by the actions they are taking. There is no way to measure engagement when kids are sitting quietly!
In fact, we know that the more engagement we have, the fewer behavior problems we see. And the fewer behavior problems we see, the more time we have to teach the content. And the more time we have to teach, model, practice, and apply the content, the more students will master.
Yes! That issue of “not enough time to teach my grade-level standards” goes away when we get a handle on the classroom management and engagement. And to think, all of this before we’ve even talked about the content itself!
So often I will see well-meaning coaches skip over the very obvious need for coaching on classroom management with a teacher because they’re so focused on getting to Standard 5.9! When this happens, the teacher and coach often have to double back and fix management and engagement issues in the end, wasting coaching and preparation time. Focusing on context first allows the coach and teacher to clear the debris to make way for efficient and effective instruction.
Jill Jackson is known for telling it like it really is as she works to simplify and demystify the oft-confusing work of school improvement. She recently wrote Get a Backbone, Principal! 5 Conversations Every School Leader Must Have Right Now and blogs at www.jackson-consulting.com Mondays and Thursdays.
Posted by Edview360 Blog on Tue, May 6, 2014 @ 03:30 AM
By Jill Jackson
Now let’s move on to the “what” of quality teaching: the instruction and content. Delivery of instruction and preparation and planning are the two components of improving the quality of teaching. I have had the opportunity to coach thousands of instructional coaches in prioritizing their efforts so that they can have the biggest impact. Besides forgetting to coach classroom management first, I see a second common error: Coaches jumping right in to what the lesson looks like when the teacher is teaching the kids.
What coaches are missing is this: without a strong focus on preparation and planning, we are always going to be doubling back and trying to fix a preparation problem. Preventive coaching is a much more efficient and effective practice for teachers and students. We must put our instructional focus at the point of lesson inception: the teacher’s plan book, as most lessons are made or broken during the planning and preparation time.
I want us to make a distinction between planning and preparation that I believe to be very important: planning is figuring out what we’re going to teach; preparation is figuring out how we’re going to teach it.
I find that we are pretty darn good at getting the “what” in the plan book (for example, in Monday’s plan box I write something like: Teach “We, the People,” p. 74). But when it comes down to really thinking through how I’m going to get kids engaged in that content, what questions I’ll use to get them discussing it, what kinds of responses I want them to have during the discussion, how I’ll scaffold for my English language learners, preteaching parts that are particularly difficult, and who will partner best together … well, a lot of that happens as an afterthought.
The lesson is made in its preparation phase. And boy, we are missing a huge opportunity if we fail to coach teachers in how to prepare their lessons.
I was recently working with a group of middle school teachers on designing lessons that are aligned to the Common Core State Standards. One teacher said, “Oh, I love it when I have a teachable moment … I love it when a student says something that really sparks my ideas, and we got off in a direction that I didn’t even see coming! That’s the best part of teaching!”
I disagree.
What concerns me about teachable moments is that they are wholly and entirely based upon the student’s bringing up that particular topic or idea. It’s not planned for, and if a student doesn’t spark that particular teachable moment for the teacher, then the kids in that class don’t get that instruction. And that’s a problem!
Instead, what we need to do is make sure that our coaching efforts are focused on how to create lesson plans that ensure teachable moments will happen for all kids—every day and on cue. Once we’ve orchestrated the structure of the lesson, the next coaching focus can be on how efficiently and effectively that instruction is actually taught to real-life kids.
The “aha moment” that I hope you’re having as you read this is: I’ve got a whole lot of work to do as I coach teachers before I should begin working on the actual delivery of the lesson. In fact, if I focus only on delivery (and avoid classroom management, engagement, and lesson preparation and planning), I might be treating a symptom, not the deep-rooted area in need of coaching. I am my most powerful as a coach when I am working at the very heart of what constitutes quality instruction.
While you may have been hired as coach to work on a particular initiative or focus area, each and every coach must start here, in this order:
1. Classroom management
2. Student engagement
3. Lesson preparation and planning
4. Delivery of instruction
Of course, some teachers will be working at the classroom management level for months, while others are at the lesson preparation level. But everyone moves through these four areas.
When I hear leaders, coaches, and teachers say, “Oh, it would be much better if the coach could just be in the classrooms pulling groups of struggling kids,” I realize that there is naiveté about the impact that coaching can have. This is short-sighted thinking. Of course, it would be great to have a coach in your classroom pulling your five lowest performers. It really seems like having another adult in the classroom, allowing you to lower your group size for a half-hour a day, seems like a good idea, but most often that’s just another “symptom” fix. Lowering the class size doesn’t mean that the management, engagement, preparation, and delivery is going to improve. In fact, I’ve seen very well-behaved and engaged classes of 40, and very poorly behaved and disengaged groups of three!
Management, engagement, preparation, planning, and delivery are what matter in getting students to master any type of new content across all content areas. And in order to be effective, coaching must be organized around these components.
Jill Jackson is known for telling it like it really is as she works to simplify and demystify the oft-confusing work of school improvement. She recently wrote Get a Backbone, Principal! 5 Conversations Every School Leader Must Have Right Now and blogs at www.jackson-consulting.com Mondays and Thursdays.
By Jill Jackson
There is so much research and data that support the notion that our current forms of professional development (the “sit and get” style that we’re used to) are lacking in their impact on teachers and students. I often say that, if the amount of professional development equaled the level of student achievement, companies like mine wouldn’t even exist. After all, what we see again and again is that teachers aren’t lacking in professional development or training; they’re struggling to get the training content into regular practice in their classrooms.
The research on coaching is clear: true impact on quality instructional practice comes through a combination of research, training, modeling, feedback and, most importantly, coaching. Coaching is the relationship-driven focus on the technical aspects of the instructional “give-and-take” between the teacher and the students.
There are many ways to spend coaching time:
Spending hours tracking and plotting data
On-the-fly subbing in small groups when the teacher or instructional aide is absent
Supporting teachers with their managerial tasks
Working only with certain teachers who ask for help
Chronically attending professional development meetings or seminars
Bar coding the latest shipment of instructional materials
Spending hours working on the instructional schedule
But if coaches are spending time on crunching the data—instead of spending time with the teachers in their classrooms—the quality of teaching will suffer. If we gather every material and run every copy of a master that teachers might need, the quality of teaching will suffer. If we decide to “pull kids” into a small group as a Band-Aid to interventions, the quality of teaching will suffer. And if we beat around the bush and deliver feedback and information to a group of teachers instead of one-on-one to teachers in real time, the quality of teaching will suffer. While none of these coaching activities is negative or bad, the sum of these does not equal the impact on student achievement that working one-on-one with a teacher can have.
Now I must say, I’ve never caught a coach sitting around getting her nails done or with her feet up eating bonbons (although that’s what some teachers think coaches do). In fact, I have known many coaches who are wildly busy! They are just wildly busy with things that don’t relate to the quality of teaching.
Is that you?
It is essential to recommit to what coaching is and what it isn’t, and align our work to what’s happening smack-dab in the classrooms every day. Consider this as you align yourself to what really gets coaching results:
Coaching is …
· Individualized to each teacher
· Improving the quality of instruction
· Improving the effect of the instruction on student performance
· Professional development
· Diagnosing teacher needs, based on student data
· Focusing on specific teaching skills
· Intentional
· Inspiring, motivational
· Face-to-face
· Communicating care and serving as an example to teachers
· Providing positive feedback
· Providing corrective feedback
· Modeling
· In the classroom
Coaching isn’t …
· Optional
· Punitive
· Personal
· Tattling to the administrator
· Unlimited patience
· Always comfortable
· Paperwork based
· Fly-by-the-seat-of-my-pants
· Subbing in the classrooms
· By teacher invitation only
· Working with kids directly
· Doing work for teachers
· Acting as the go-between for the leader and teacher
I know this to be true: there is no coaching activity or task completed that will trump the return on investment of getting into a classroom and supporting a teacher before, during, and after instruction.
Many coaches spend way too much planning time, collaboration time, professional development time, and leadership and coaching time merely talking about things teachers should do. Very little, if any, actual in-classroom coaching is taking place—and that is why the return on investment of professional development is so low. We have ignored the data that tell us coaching is the number one tool for getting training information into practice.
And without getting that training information into practice in the classrooms, there is literally no way that the training we provide teachers will impact student achievement.
Jill Jackson is known for telling it like it really is as she works to simplify and demystify the oft-confusing work of school improvement. She recently wrote Get a Backbone, Principal! 5 Conversations Every School Leader Must Have Right Now and blogs at www.jackson-consulting.com Mondays and Thursdays.
Coaching the school district coaches | District Administration Magazine
Coaching the school district coaches | District Administration Magazine
by Gravity Goldberg
February 3, 2015
Peer coaching supports teachers
Peer coaching supports teachers
Using instructional coaching to improve teacher effectivenes
By: Bill McCarthy
**What are the qualities of a good coaching program?A good peer coaching program can help teachers reflect on their practice and set realistic goals for improvement, writes Bill McCarthy, assistant head of Lower School at Columbia Grammar and Preparatory School in New York City. In this commentary, he lays out his school's process and how it has improved collaboration and support.
As one of the contributors to the book, Art of Leadership: Leading Early Childhood Organizations, Roger Neugebauer outlines 12 reasons people love working for a director or supervisor:
"1. You believe in people from day one.
2. You build on people’s strengths.
3. You provide people with feedback.
4. You view people’s welfare as a high priority.
5. You build team spirit.
6. You inspire commitment.
7. You set high standards.
8. You remove obstacles to people’s success.
9. You encourage people to take risks.
10. You make working fun.
11. You cultivate professional pride.
12. You help people see results."
Karin Evans is assistant director for scoring content and quality at Measured Progress. She has conducted numerous teacher-training workshops on standards-based education and on using rubrics in the classroom. Evans holds a doctorate in linguistics/German studies from Michigan State University, and a masters in English/American literature and education from the University of Giessen, Germany.
ASCD Express, Vol. 13, No. 9. Copyright 2018 by ASCD. All rights reserved. Visit www.ascd.org/ascdexpress.
Many Benefits of Rubrics
Many Benefits of Rubrics
For students, rubrics clarify a learning goal. Meaningful, evidence-based, and actionable feedback tells them how close they are to the goal and what they need to do to reach the goal. Rubrics help teachers review student work in an efficient, consistent, fair, and objective manner. Used formatively, rubrics also give teachers a clearer picture of the strengths and weaknesses of their students and can therefore guide their instructional decisions.
A rubric is more than a score; it's the key to supporting an ongoing feedback loop for teaching and learning.
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