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They were pleased that we moved past the simulation phase by using their gathered materials. They were able to share and harvest insight on the work from multiple perspectives.

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It felt more "real" to teachers, rather than work from a subject that most of them (non-ELA teachers) are unfamiliar with. There was more buy-in on their part.

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Teachers engaged in well received feedback and suggestions for improvement.

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When teachers examined their authentic work, they showed a sense of pride, ownership and were willing to be receptive to feedback.

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Teachers had more buy in to the task and showing alignment to YABC instructional protocols.

Teachers dived into the protocol more intentionally.

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One school site had groups already made. This allowed teachers to share work in advance and have a place to house all student work samples.

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Teachers were able to see what student work and varied expectations look like in other classes. They discussed individual students and performance in different classes.

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TEACHERS WERE ABLE TO REFLECT ON THEIR PRACTICE TO SEE WHAT WORKS AND WHAT DOESNT WORK!

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Based on the survey data people were much more happier to share this time because they felt comfortable with their authentic work.

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The time allocation was and seems to always be the issue- there is not enough of it. I need to pare down the number of items to cover so that deeper analysis of a given topic can be realized.

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I would say time to follow -up and to see growth. We meet with PD once per month and there isn't enough time on other days.

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The teachers that participated were proud to present the student work.

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Teachers were able to reflect on there students' learning. They were also receptive to other teachers feedback.  Combining their thoughts allowed them to identify the overarching issues as well as the issues smaller groups of students have.

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Teachers were able to reflect on there students' learning. They were also receptive to other teachers feedback.  Combining their thoughts allowed them to identify the overarching issues as well as the issues smaller groups of students have.

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Need to allot more time for implementation of suggestions after feedback

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Need to allot more time for implementation of suggestions after feedback

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Actually looking at the difference in the authentic work that was produced from the same lesson. Reflecting on why a particular student may have been able to produce a more in-depth response and how the lesson may be differentiated to engage all students and allow for more in-depth responses across the board.

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Teachers looked at each others' students' specific needs and discussed different ways that they'd approach it in their classes. Because they came from different subjects, they had different ideas and they seemed to respond well to each others' ideas. They were open minded with one another.

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Not all the teachers participated, so we need more time to have them all share.

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Making sure there was enough time for everyone to present and get into the deeper analysis that is necessary for this to be really effective.

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We didn't have the time to share work the way I planned. It would be great to have more time for our part of the PL days.

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It's very easy to get into culture conversations - "8/10 didn't turn in the assignment. The school doesn't have systems for deadlines" - while this may be true, it derails the focus on instruction. I could have anticipated this more and gave possible solutions to support with this.

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Teachers gave way more warm feedback than cool seemingly because it was peer work

Teachers needed more independent work time

We workshopped in interdisciplinary content groups and only one teacher was able to share in each group

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Artwork with writing descriptions of the techniques used.

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A math teacher brought two student-solved proofs from his Geometry 1 class- one correct and one incorrect.

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Our teams were relatively small those nights, so we focused on one teacher's student work. This was especially useful because that same teacher was highlighted the previous month, and demo'd her blended learning lesson, so there was follow through.

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Students need to improve their writing skills.

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Ed Puzzle Biology Exit Tickets! Great to see students trying to tackle that constructed response for Bio exam.

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In honoring folks time, some parts felt rushed and not allowed to flow organically.

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As a staff, we're considering ways to build more time into the schedule so that we can meet more regularly to follow up on new work. It's been hard to reinforce and develop skills and ideas. We're considering an hour every two weeks where the CBO will take the kids and teachers and I can work together. But instructional time this time of year is also at a premium so it's a balancing act...

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We looked at the mock regents analysis of one math teacher and one science teachers. We analyzed which questions students did best on. Which questions students struggled with? We looked to see difficulties, they were struggling with per the questions assigned.

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My Earth Science teacher brought in some work the students did regarding the different kinds of metamorphic rocks.

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Outside of the math teacher, teachers brought exemplars. I would rather see work that is incorrect so as to determine how the instruction went sour.

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Time was and issue an we constantly went off track- It was the day after the citywide basket ball finals and the coach was at our PD.

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Time was and issue an we constantly went off track- It was the day after the citywide basket ball finals and the coach was at our PD.

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The lack of time with our teachers and the multiple expectations we have of our teachers does not allow for the ability to dive deeper in order make sure we focus on and implement everything

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Teacher: Some assignments did not have clear directions. I couldn't do this by myself if my teacher wasn't there. Student: Abiotic vs. Biotic factors, students were mixing them up.

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English Teacher shared student responses to a short essay assignment.

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Two missed opportunities: 1) couple key teachers were absent who could have really benefitted from the session. 2) my pacing was off so we didnt have time to do everything I had planned.

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Gizmo is an app that both science teachers use to do virtual labs. They brought student work related to bunny reproduction and the environmental factors that influence the annual cycle. Some of the tasks were designed specifically to prep students for LE regents questions.

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we looked at multiple ELA regents essays representing both general, enl and special education students

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Teachers (understandably so) tried to put their best foot forward and brought in the work they thought was exemplary. I would've liked to see some samples of work that might have been less so. Just because that product might not have been so great is not necessarily an indictment of bad teaching. We've all been there. It can invite more meaningful conversations, especially when I keep my mouth shut and teachers talk among themselves.

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For regents' short answer tasks, students continue to struggle with any response or an appropriate response.

For Google classroom short or extended responses, there are also limited response, as is associated with the written task.

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The class is reading A Raisin in the Sun. They are at the point where Walter's mother gives him the insurance money. The teacher has the students answer the prompt, "How does Mama renew Walter's hope?"

The students had to use the ACE writing protocol to respond.

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Students did not understand the meaning of words based on their answers.  Many students are struggling with comprehension.

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Students did not understand the meaning of words based on their answers.  Many students are struggling with comprehension.

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we saw a vast diversity in writing ability

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In-depth writing was lacking throughout

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I was going to write the same thing that Ragucci and Pollicino said. Next time maybe I'll ask for student work that the teachers see as needing a lot of support or to be re-visited by the student or that forced the teacher to rethink the assignment or task.

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Teacher assessment is not as strong as it needs to be in all classes. We agreed to use the 3-2-1 exit ticket, but it is not being used throughout. If they do not use it, then the assessment must be intentional.