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

Amy Colton, Georgea Langer, Loretta Goff

Corwin Press, May 21, 2015 - Education - 328 pages

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

Contents

• Foreword: 1974
• Introduction: 1981
• SECTION B BUILDING A CULTURE FOR COLLABORATIVE INQUIRY: 1987

About the author

Amy Colton is a senior consultant for Learning Forward and Executive Director of Learning Forward Michigan. Amy’s work is influenced by her experience as a special education teacher and a district professional learning consultant. As a teacher-in-residence for the National Board for Professional Teaching Standards, she coordinated the development of the Board’s first teaching certificate. She engages district staff in a variety of learning experiences in support of their journey to cultural. In addition, Amy facilitates professional learning in the areas of: Collaborative Inquiry, Teacher Leadership, PLC development and the Design, Implementation and Evaluation of Professional Learning. Amy is the co-creator of the Collaborative Analysis of Student Learning, a collaborative inquiry process that engages teachers in the study of student work to improve their practice. Her work appears in publications including the The Learning Professional, ASCD, and Corwin Press. She also serves as Learning Forward’s lead evaluator and project manager for the Learning School Designation.

Bibliographic information

• Title: The Collaborative Analysis of Student Learning: Professional Learning that Promotes Success for All
• Authors: Amy Colton, Georgea Langer, Loretta Goff
• Publisher: Corwin Press, 2015
• ISBN: 1506300987, 9781506300986
• Length: 328 pages
• Subjects: Education / Administration / General; Education / Educational Psychology; Education / Multicultural Education