Madaus, G. F., Higgins, J., & Russell, M. K. (2009). The Paradoxes of High Stakes Testing : How They Affect Students, Their Parents, Teachers, Principals, Schools, and Society. Charlotte, N.C.: Information Age Publishing.
Chapter 10
After reviewing the Saunders’ article on grade-level teams, discuss the benefits of grade level teams when it comes to teaching, learning, and assessment. How does accountability with others improve practice? What can school/district leaders do to encourage team collaboration?
Saunders, W. M., Goldenberg, C. N., & Gallimore, R. (2009). Increasing achievement by focusing grade-level teams on improving classroom learning: A prospective, quasi-experimental study of title I schools. American Educational Research Journal, 46(4), 1006-1033. doi:10.3102/0002831209333185
Sindelar, N. W. (2011). Assessment-Powered Teaching. Thousand Oaks, Calif: Corwin.Read Chapter 6
Udelhofen, S. K. (2005). Keys to Curriculum Mapping : Strategies and Tools to Make It Work. Thousand Oaks: Corwin.
Read Chapter 1
Helpful Websites:
ETS K-12 Student Assessment Programs: Collaborative Planning
https://www.ets.org/k12/capabilities/planning/
Madaus, G. F., Higgins, J., & Russell, M. K. (2009). The Paradoxes of High Stakes Testing : How They Affect Students, Their Parents, Teachers, Principals, Schools, and Society. Charlotte, N.C.: Information Age Publishing.
Chapter 10
After reviewing the Saunders’ article on grade-level teams, discuss the benefits of grade level teams when it comes to teaching, learning, and assessment. How does accountability with others improve practice? What can school/district leaders do to encourage team collaboration?
Saunders, W. M., Goldenberg, C. N., & Gallimore, R. (2009). Increasing achievement by focusing grade-level teams on improving classroom learning: A prospective, quasi-experimental study of title I schools. American Educational Research Journal, 46(4), 1006-1033. doi:10.3102/0002831209333185
Sindelar, N. W. (2011). Assessment-Powered Teaching. Thousand Oaks, Calif: Corwin.Read Chapter 6
Udelhofen, S. K. (2005). Keys to Curriculum Mapping : Strategies and Tools to Make It Work. Thousand Oaks: Corwin.
Read Chapter 1
Helpful Websites:
ETS K-12 Student Assessment Programs: Collaborative Planning
https://www.ets.org/k12/capabilities/planning/
Madaus, G. F., Higgins, J., & Russell, M. K. (2009). The Paradoxes of High Stakes Testing : How They Affect Students, Their Parents, Teachers, Principals, Schools, and Society. Charlotte, N.C.: Information Age Publishing.
Chapter 10
After reviewing the Saunders’ article on grade-level teams, discuss the benefits of grade level teams when it comes to teaching, learning, and assessment. How does accountability with others improve practice? What can school/district leaders do to encourage team collaboration?
Saunders, W. M., Goldenberg, C. N., & Gallimore, R. (2009). Increasing achievement by focusing grade-level teams on improving classroom learning: A prospective, quasi-experimental study of title I schools. American Educational Research Journal, 46(4), 1006-1033. doi:10.3102/0002831209333185
Sindelar, N. W. (2011). Assessment-Powered Teaching. Thousand Oaks, Calif: Corwin.Read Chapter 6
Udelhofen, S. K. (2005). Keys to Curriculum Mapping : Strategies and Tools to Make It Work. Thousand Oaks: Corwin.
Read Chapter 1
Helpful Websites:
ETS K-12 Student Assessment Programs: Collaborative Planning
https://www.ets.org/k12/capabilities/planning/
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