You are here

The Collaborative Analysis of Student Learning
Share
Bestseller!

The Collaborative Analysis of Student Learning
Professional Learning that Promotes Success for All



© 2016 | 328 pages | Corwin

A proven approach to transformative professional learning that raises achievement for all students!

Does professional learning at your school promote teacher growth and propel student achievement?  If you’re ready for a change, turn to trusted educators Colton, Langer, and Goff, pioneers of an extraordinarily effective design for professional learning: Collaborative Analysis of Student Learning (CASL). 

You’ll find complete strategies, resources and more in this evidence-based book that addresses the Common Core State Standards. Learn how to:

  • Benefit from the lessons learned by the authors over  two decades of nationwide implementation as you design a sustainable CASL program that drives positive change at your school
  • Inquire into student work and assessments to promote learning excellence for all
  • Use the CASL Teacher as Collaborative Inquirer framework to promote culturally competent, academically rigorous teaching 
  • Develop and implement new instructional strategies that mesh with Common Core standards

Discover how to put CASL in place at your school, helping faculty – and students – to reach their full potential. 

“This book is extraordinary and a must have for every practitioner striving to improve student learning!  Colton, Langer, and Goff provide explicit guidance on building a culture of collaborative inquiry to empower teachers and leaders to explore their own practices in a way that fosters meaningful and relevant learning for students.”
Victoria Duff, Coordinator of Professional Learning
New Jersey Principal and Supervisors Association


“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."
Joellen Killion, Senior Advisor
Learning Forward


 
Introduction
 
SECTION A. CASL: OVERVIEW AND BACKGROUND
 
1. The Collaborative Analysis of Student Learning: Essential Features and Benefits
Why is the Collaborative Analysis of Student Necessary?  
What are the Essential Features of CASL?  
A Conceptual Framework: Teacher as Collaborative Inquirer  
Structured Inquiry  
A Focus on Standards of Excellence  
Case-Study for Equitable Responsiveness  
Inquiry Over Time  
Productive and Intentional Collaboration  
Skilled Facilitation And Organizational Support  
What are the Benefits of CASL?  
Studies of CASL 2004-Present  
Benefits to Students  
Benefits to Teachers  
Commitment to and Confidence in Ability to Promote Student Learning  
Cultural Competency  
Professional Knowledge  
Alignment Among Standards, Assessments, and Instruction  
Collaborative Sharing of Expertise  
Professional Awareness and Self-Assessment  
National Board for Professional Teaching Standards Certification  
Benefits to Parents and Organizations  
Summary  
 
2. Why CASL Works. The Framework: Teacher as Collaborative Inquirer
A Vision of The Collaborative Inquirer  
The Framework: Teacher as a Collaborative Inquirer  
Professional Knowledge Base for Teaching  
The Collaborative Inquiry Cycle: Constructing Meaning  
Share Background  
Observe  
Analyze and Interpret  
Draw On Their Knowledge Base  
Dialogue  
Reflect  
Act  
Filtering System  
Beliefs  
Feelings  
Dispositions 0f Collaborative Inquirers  
Moral Stance  
Collective Responsibility  
Cultural Competency  
Efficacy  
Develop Collaborative Inquirers  
Summary  
 
SECTION II. BUILDING A CULTURE FOR COLLABORATIVE INQUIRY
 
3. Working Agreements and Communication for Collaborative Inquiry
Working Agreements  
Communication Skills  
Dialogue  
Committed Learning  
Non-Productive Listening  
Judgmental Listening  
Autobiographical Listening  
Inquisitive Listening  
Solution Listening  
Pausing  
Matching Verbal and Nonverbal Cues  
Paraphrasing  
Probing  
Probing for Clarity  
Empowering Probes (Presuppositions)  
Probing for Beliefs  
Putting Ideas on The Table  
Putting It All Together  
Summary  
 
4. Leadership and Support
Develop and Uphold a Shared Vision  
Apply Both Pressure And Support to Reach The Vision  
Promote Teachers’ Curiosity and Collective Responsibility  
Analysis of Student Data  
Examination Of The Unknown  
Review of Relevant Research  
Supporting Teachers’ Engagement in CASL  
Develop Interest In CASL  
Establish Collaborative Teams  
Identify The Target Learning Area  
Provide Resources  
Meeting Expenses  
Compensation For Facilitator and Participants  
Professional Learning Opportunities and Materials  
Provide Incentives and Celebrate Victories  
Model A Commitment to Collaborative Inquiry  
Summary  
 
5. Facilitation of Collaborative Inquiry
Selection of A Study Group Fracilitator  
The Art of Facilitation  
The Directive Approach  
The Collaborative Approach  
The Nondirective Approach  
Flexing For Various Purposes  
Identify A Teacher’s Assumption  
Identify Gaps in Teachers’ Professional Knowledge Base  
Facilitating The Flow of Curiosity  
Preparation For Facilitation of CASL  
Planning With The School Leadership  
Teachers’ Expertise and Prior Experience  
Contextual Background  
Logistics  
Composition of Study Groups  
Scheduling and Pacing of CASL Sessions  
Arranging Space for CASL Sessions  
Gathering Necessary Materials  
Getting Acquainted with The Teachers  
The CASL Session Design and Supportive Tools  
Opening Session  
Engaging In Professional Learning  
Organizing for The Next Session  
Group and Individual Documentation  
Public Notes of Group Thinking  
Individual Notes and Written Reflections  
Developing Consistent Use of the Working Agreements and Communication Skills  
Growing In Your Facilitation  
Start Small  
Co-Facilitate  
Engage the Leaders  
Pursue Additional Learning  
Inquire Into the Group’s Learning and Your Role in Facilitating It  
Summary  
 
SECTION III. THE FIVE CASL PHASES
The 5 CASL Phases  
Adapting The CASL Phases For Local Needs  
The CASL Introductory Session  
Preparation and Materials  
Teacher Learning Outcomes  
Agenda  
How to Use Chapters 6-9  
 
6. Phase I: Establishing a Focus for CASL Inquiry
Phase I Overview  
Phase I Preparation and Materials  
Phase I Teacher Learning Outcomes  
Guiding A Study Group Through Phase I  
Protocol Step 1. Share Background  
Protocol Step 2. Observe Patterns In Data  
Protocol Step 3. Analyze The Power of the TLA as a Focus for Inquiry  
Protocol Step 4. Plan TLA Outcomes and Assessments  
Protocol Step 5. Reflect  
Assessment Knowledge and Experience  
Inconsistent Use of Scoring Criteria (Lack of Reliability)  
When A Rubric Is Mandated  
No Test Data Available  
Teachers New To District Content Outcomes and Curriculum  
Summary  
Chapter 7. Phase II: Defining Teachers’ Professional Learning Goals  
 
7. Phase II: Defining Teachers’ Professional Learning Goals
Phase II Overview  
Phase II Preparation and Materials  
Phase II Teacher Learning Outcomes  
Professional Knowledge Base  
Skills for Collaborative Inquiry  
Filters and Dispositions  
Guiding A Study Group Through Phase II  
Opening The Session  
Protocol Step 1. Share Background  
Protocol Step 2. Observe Patterns In Initial Assessment Data  
Protocol Step 3. Analyze Professional Learning Goals  
Protocol Step 4. Plan for Professional Learning  
Protocol Step 5. Reflect  
Phase II: Adaptations  
Curriculum Revision  
Lack of Experience with Assessment  
Considerable Experience with Assessment  
Hesitation to Share Student Work  
Limited Time  
Multiple Scores For Each Student  
Mandated Assessment or Scoring Rubric  
Changing the Focus Student  
Chapter Summary  
 
8. Phase III: Inquiring Into Teaching For Learning
Phase III Overview  
Phase III Preparation and Materials  
Group Member Preparation  
Materials  
Phase III Teacher Learning Outcomes  
Professional Knowledge Base  
Skills for Collaborative Inquiry  
Filters and Dispositions  
Guiding A Study Group Through Phase III  
Phase II: Adaptations  
Chapter Summary  
 
9. Phases IV. Assessing Learning Progress and CASL Phase V. Integrating Learning Into Teachers’ Professional Practice
Phase IV Overview  
Phase IV Preparation and Materials  
Phase IV Teacher Learning Outcomes  
Guiding A Study Group Through Phase IV  
Phase IV: Adaptations  
Teacher Learning Outcomes  
Guiding A Study Group Through Phase V  
Chapter Summary  
 
Conclusion
 
Appendix. 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."

Joellen Killion, Senior Advisor
Learning Forward
Key features

(1) A comprehensive guide to implementing a research-based approach to professional learning that drives educator effectiveness and promotes learning for every student.

(2) Aligned with the Learning Forward Standards for Professional Learning, the CASL (Collaborative Analysis of Student Learning) model has been directly linked to student improvement.

(3) Includes step-by-step guidance to implementation supported by numerous tools (many of which are new to this edition), protocols, and rich examples.

(4) The new edition will be thoroughly updated with special focus on the following:
--how to use the CASL inquiry process to  help teachers clarify what it looks like when students reach complex academic standards such as the Common Core and Next Generation Science Standards
--Use of CASL in teacher evaluation
--use of the CASL inquiry process to helps teachers to specify and define their professional learning goals.
--how school leaders, e.g., principals and teacher leaders, can play pivotal roles in successful implement of CASL
--how CASL can specifically benefit Culturally and Linguistically Diverse learners.
--significant updates to facilitation coverage


Sample Materials & Chapters

Introduction

Chapter 1

Foreword


Preview this book

Purchasing options

Volume Discounts Available

contact corwin

Please select a format:

ISBN: 9781483358178