In the second edition of this pivotal work by Kim Bailey and Chris Jakicic, you will discover updated and improved resources to use formative data to support higher levels of student learning. Data-driven techniques and new tools will guide you in improving collaboration and student engagement throughout the assessment process. Teams can use the ideas, templates, and protocols in this practitioner-friendly resource.
K–12 educators will: - Identify successful assessment tools for implementation
- Understand the role of assessments in advancing student learning
- Reflect on assessment processes and the standards driving instruction
- Access a wide variety of assessment designs and strategies for guiding collaboration
- Utilize data-driven jump-start resources and templates that suit their teams’ needs
Contents: Foreword by Robert Eaker
Introduction
Chapter 1: Getting Started as a Collaborative Team
Chapter 2: Setting the Stage for Common Formative Assessments
Chapter 3: Essential Standards―Determining Priorities for Student Learning
Chapter 4: Achieving Collective Clarity With the Unwrapping Process
Chapter 5: Designing Quality Common Formative Assessments
Chapter 6: Going Deeper―Advanced Processes for Designing Assessments
Chapter 7: Now What? Using Data to Make a Difference
Chapter 8: Building Student Self-Efficacy in Learning
Chapter 9: Strengthening and Sustaining the Work
Appendix: Tools for Teams
References and Resources
Index
Kim Bailey is a retired director of professional learning and instructional support for the Capistrano Unified School District in California. In Capistrano Unified, her work focused on supporting educators throughout the district’s schools in their journey to becoming professional learning communities (PLCs). She also taught courses in educational leadership as an adjunct faculty member at Chapman University in Orange, California.
Kim is a coauthor of several books related to the processes inherent in the work of a Professional Learning Community at Work. As an author and consultant, Kim continues to focus on empowering schools in the process, providing national training to support the development of effective leadership and empowered collaborative teams. Her writing focuses on strategies that guide teams to collaboratively align standards, assessments, and interventions and collectively raise student achievement.
Kim earned a bachelor of science and a master of science in education and special education from Northern Illinois University.
To learn more about Kim’s work, visit kbailey4learning (kbailey4learning.com) or follow @Bailey4learning on Twitter.
Chris Jakicic, EdD, served as principal of Woodlawn Middle School in Long Grove, Illinois, from its opening day in 1999 through the spring of 2007. Under her leadership, the staff shifted toward a collaborative culture focused on learning and implemented assessment for learning practices to shape their instructional strategies. Student motivation and performance also increased. Chris began her career teaching middle school science before serving as principal of Willow Grove Elementary in Buffalo Grove, Illinois, for nine years. Her experience as a practitioner guides her work with schools; she wants teachers to feel confident that they have the skills and the ability to make a difference for their students.
Through her work with teachers and administrators across the United States, Chris emphasizes that effective teaming is the heart of PLCs. She also shares practical knowledge about how to use data conversations to interpret classroom information for effective instruction.
Chris has written articles for the Journal of Staff Development and Illinois School Research and Development Journal detailing her experiences with common assessments and PLCs. She has worked as an adjunct instructor at National Louis University as well as Loyola University Chicago, where she earned a doctor of education.
To learn more about Chris’s work, visit chrisjakicic.com or follow @cjakicic on Twitter.
