Activate an assessment revolution with the Peer Power Feedback Framework! Formative assessment produces greater increases in student learning and is cheaper than other efforts to boost achievement. Peer Power gives teachers a practical 6-step framework for empowering students to take ownership of their learning through the self and peer assessment process. The Peer Power Framework: •expands feedback to learners •amplifies quality classroom discussion•expands student goal setting •infuses dispositional learning •strengthens metacognitive thinking •integrates SEL practices into classroom culture Thirteen practitioners offer concrete, practical strategies to support peer assessment in primary, upper elementary, secondary, math, English, social studies, and science. There is content dedicated to supporting English language learners and the use of technology to support goal setting and reflection. Peer Power isn’t just for students; there are three chapters written by experts on how to harness the capacity of teams (PLC’s and Impact Teams) to strengthen their collaborative expertise to put learners at the center of the assessment process. If you are a fan of formative assessment and feedback, if you believe in student-centered approaches to learning, if you want to increase student achievement by developing self-directed learners -- you will be a big fan of Peer Power.Contributions By: Eric Bjornstad, Rachel Fairchild, Lisa Cebelak, Rupa Chandra-Gupta, Lori Cook, Gary Giordano, David Horton, Katie Smith, Sarah Stevens, Isaac Wellswww.peerpowerrevolution.com

Peer Power: Unite Learn, Prosper: Activate an Assessment Revolution

Education & Teaching

Pitchford, Barb

Bloomberg, Paul

Vandas, Kara

Schools & Teaching

Mimi & Todd Press, Inc.

While efforts to achieve equity in education are prominent in school districts across this country, the effective implementation that results in meaningful change remains elusive. Even with access to compelling theories and approaches such as multicultural education, culturally responsive teaching, culturally relevant instruction, culturally sustaining pedagogy, schools still struggle to implement equitable change that reshapes the academic experiences of students marginalized by the prevailing history, culture, and traditions in public education. Instead of getting it right with equity implementation, many schools and districts remain trapped in a cycle of equity dysfunction. In Belonging through a Culture of Dignity, Cobb and Krownapple argue that the cause of these struggles are largely based on the failure of educators to consider the foundational elements upon which educational equity is based, belonging and dignity. Through this work, the authors make these concepts accessible and explain their importance in the implementation of educational equity initiatives. Though the importance of dignity and belonging might appear to be self-evident at first glance, it’s not until these concepts are truly unpacked, that educators realize the dire need for belonging through dignity. Once these fundamental human needs are understood, educators can gain clarity of the barriers to meaningful student relationships, especially across dimensions of difference such as race, class, and culture. Even the most relational and responsive educators need this clarity due to the normalization of what the authors refer to as dignity distortions. Cobb and Krownapple challenge that normalization and offer three concepts as keys to successful equity initiatives: inclusion, belonging, and dignity. Through their work, the authors aim to equip educators with the tools necessary to deliver the promise of democracy through schools by breaking the cycle of equity dysfunction once and for all. Learn more at www.IncludEDSchools.com

Belonging Through a Culture of Dignity: The Keys to Successful Equity Implementation

Business & Money

Krownapple, John J.

Cobb, Floyd

Business Culture

Transformational leadership begins with willing individuals. Individuals who are ready to set aside their personal comfort for the needs and unity of the collective team. In education, now more than ever, we need individuals who are willing to lead in a time of transformation. But from where are we leaving and to where are we headed? Which direction should we take, as leaders of learning, in our classrooms, schools, and communities? How do we avoid change for change's sake, and rather--shift the conversation altogether? How do we clarify the vision of learning? Simplify the impact of highly effective teaching in our classrooms? Create collaborative, empowered space for our teachers and students? Educational leaders and authors, Sarah Henry and Carrie Rosebrock, explore these questions and offer experiential and research-driven answers in their book, Arrows: A Systems-Based Approach to School Leadership. Arrows is the personal story of a decade's worth of growth and alignment within the Brownsburg Community School District in Brownsburg, Indiana. Unlike other educational leadership books, Arrows is the story of what happens when, not one school--but an entire district--simplifies its vision, clarifies its goals, and truly aligns its arrows. This is a story of leadership in action. Of a relentless desire to support and reach all students, from all backgrounds, from all experiences. An honest account of the impact of diligent collaboration and processes. It is a story of both systems and service; of both belonging and access. Arrows is a study in action--the story of what can happen when leadership alignment creates a sustainable system of support, clarity, love, and belonging. &#65279;"In Arrows, Rosebrock and Henry provide an inspiring account of how schools can achieve exceptional results--when everyone in the system focuses, unswervingly, on the improvement of curriculum and instruction. " Mike Schmoker, author of Focus: Elevating the Essentials to Radically Improve Student Learning. "Rosebrock and Henry have done a nice job hitting all the bases in Arrows. They have not only provided a thorough review of DuFour's "Four Essential Questions" but have also stressed the importance of PLCs using protocols to guide and structure the work of PLCs. Their text is conversationally readable; a sure bet for schools floundering in their school improvement work." --- Daniel R. Venables Education Consultant & Author Founder of the Grapple Institutes

Arrows: A Systems-Based Approach to School Leadership

Henry, Sarah

Rosebrock, Carrie

Amplify Learner Voice pushes back against traditional assessment and grading practices that continue to be an inequitable endeavor for our nation’s learners; traditional classroom practices continue to sort and label students by characterizing them by "what they need to work on" or ‘lack.'\nIn this book, eight authors and The Core Collaborative’s partner schools reimagine formative assessment through an asset-based, cultural lens to make a greater impact on learning and our shared humanity.\nPresented in an easy-to-read, practical format, with video examples and practical resources throughout, the ‘Amplify Learner Voice Formative Assessment Framework’ identifies and integrates seven culturally responsive and sustaining concepts to shift how educators and learners engage in core formative assessment practices that cultivate conditions where all stakeholders thrive. Cultural Identity: How does the assessment experience support students to understand more about themselves and each other as learners? Asset-Centered Mindset: How can we create conditions for learners to draw and build upon their cultural funds of knowledge when reflecting, self- and peer assessing, collaborating, and practicing towards goals? Dispositional Learning: How do we ensure that students are transferring key habits of learning in and out of school when working towards goals or when faced with challenges? Learning Partnerships: How do positive feedback experiences create conditions to strengthen relational trust, risk-taking, and self-empowerment for all stakeholders? Learner Clarity: How does the assessment design ensure that learners are challenged at all levels of rigor (surface-deep-transfer) across academic, social, and emotional domains? Engagement: How does formative assessment engage students, caregivers, and families personally and collaboratively? Criticality: How do we create conditions for self-empowerment to think critically about equity, power, and inclusion?

Amplify Learner Voice through Culturally Responsive and Sustaining Assessment

Bloomberg, Paul J.

Hamilton, Connie

Twyman, Ingrid

Dukes, Vivett

Fairchild, Rachel

Wells, Isaac

Learner Agency: A Field Guide for Taking Flight is a boots-on-the-ground resource for those who wish to foster greater agency for students and adults alike within their classroom, school, or school system. Written by practitioners who have experienced the triumphs and struggles first-hand, the book offers a framework for moving from building knowledge to making meaning and applying the understanding of practices and systems that support agency. As a result, readers can determine a starting point and use the book as a guide to their unique journey through the highlighted enabling conditions and evergreen practices essential to success. This book includes stories from the field, authors' tips and suggestions, and additional online resources provided along the way. Learner Agency is a practical book that reads like a field guide, and educators can immediately implement the strategies and valuable tools in the classroom. It is the hope of the authors that it propels all readers to take flight!

Learner Agency: A Field Guide for Taking Flight

Westfall, Jeanette

Duvall, Ashley

Higher & Continuing Education

Leading Impact Teams: Building a Culture of Efficacy and Agency

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