English Teacher, Chesapeake High School
I felt that I was restrictive in my instructional delivery, as I could only get to a few students at a time, and have those meaningful conversations around my content with them. I was in a “keep the train moving” mentality to try and get everyone to the same place at the same time...even if some weren’t ready yet.
Being involved in the Formative Assessment professional learning community (or Flock as we call it) helped me to break from that one track mindset. I learned that the assessment cycle is on-going and after I had given assessment, I don’t need to move on no matter what; but build in structures to accelerate or remediate students… we call that being responsive.
In my PLC and during my personal coaching conversations, I have also begun to explore success criteria.