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

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June 2015 | 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

Supplements

"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

"Research has shown for many years that the isolation of teachers is one of the biggest obstacles to improving teacher effectiveness.  This book provides practical insights and recommendations on how teachers can work together to increase their impact on student learning.  For educators seeking strategies for improving teaching and learning, this important new book will be an invaluable resource."

Pedro A. Noguera, PhD, Distinguished Professor of Education
UCLA Graduate School of Education & Information Studies

Sample Materials & Chapters

Introduction

Chapter 1

Foreword


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ISBN: 9781483358178

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