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Teachers could see how one sample work is looked at differently than another sample of work

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Teachers had the opportunity to the depth of details in the writing samples

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We were able to use the informaiton grom the Analysis of data to adjust how we do regents prep.

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Teachers recognized the need for diving into regents performance and prep and appreciated the time to do so in an organized manner

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If teachers bring in their own work, it will allow for deeper conversations around best practices in the classroom. The protocol will allow them to revisit the impact of their teaching in the evening.

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Two of four teams/departments were successful. This was to administer, grade and review the students' work. Two departments were not.

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Give teachers an opportunity to reflect collaboratively on providing direct support to students writing skill development.

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The teachers are familiar with their students' work at this point in the term- areas of strength and need for improvement.  That they will do a deeper dive into their work through this medium leading to greater potential for more helpful feedback.

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The teachers are familiar with their students' work at this point in the term- areas of strength and need for improvement.  That they will do a deeper dive into their work through this medium leading to greater potential for more helpful feedback.

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Time needed to review the scoring rubric and how ELA exams are graded to get non-ELA teachers up to speed took up a lot of time. That likely cut into the total effectiveness of the task. There just wasn't enough time.

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Essential Courses like CTAE and Art can really shine and share why their work helps to create a rounded student

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I wished we had access to the actual exams that students took. I would have help us to provide targeted support for each student.

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Keeping time is always a factor.  That will be priority one for next week's PD.

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Keeping time is always a factor.  That will be priority one for next week's PD.

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It gave teachers insights that they may not have had otherwise, and lead to conversations about lesson ideas.

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We already planned our PL, based on classroom visits. So timing was a challenge for us, but it will not be an issue next time.

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ELA teachers took lead in running the 2 stations for data review. We came up with instructional strategies for the “teacher” to work on with the student based on data that teachers were able to apply to their own practice

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It was hard for some people to access the high ELA content.

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They need to measure their students' products against what will be expected of them to determine where they need help. It makes it more immediate because it's their kids and it's April...

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At different points, some teams needed to be re-directed.

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There was a reluctance to score short response answers and teachers could not take ownership to assess and to reflect. This is important to plan other assessments and to differentiate.

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They all enjoy each other's company, so it was destined for success.

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They all enjoy each other's company, so it was destined for success.

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I would have loved to look at some of our student data for the regents so that we could talk more about teaching to students deficiencies rather than differentiating

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That the focus was only on ELA, the math and sciences people questioned why other exams were not first considered.

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That the focus was only on ELA, the math and sciences people questioned why other exams were not first considered.

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One team described the parts of ELA exam and folks were like "they have to do all that" - it provided some humanity to both the students and teachers - I would center context

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Teachers will be able to explain their assignments and get everyone else involved. It will likely seem less hypothetical and more "real." My guess is that the conversations about the work will be richer and deeper. There should also be more ownership taken by the staff. It's their work.

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Teachers maybe more defensive about what they already covered with students and the strategies that they are using as not being the problem but rather the students being the problem.

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Focus on one or two take aways that students need support and assistance that teachers can agree on.

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Asking teachers to bring some kind of rubric and giving time for norming of the teacher’s rubric because a lot of time was lost because norming was not done

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Identifying common areas of need and strategies for addressing them will help build more effective lessons/approaches

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Time Time Time. Time is definitely the biggest issue. There are housekeeping items to discuss and debriefing after the PD they have just completed. That's why I said my intention is to extend grace. I understand this is part of journey. We're not there yet.

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Not putting a cap on off topic discussion took away from the potential for deeper analysis

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Keep the teacher review of student work simple and direct to the point. Do not over-do it.

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This helps teachers to be able to look more closely as they have context for what they are discussing

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I actually saw excitement when one of our teachers readily volunteered to bring in her student work. The confidence in her pedagogy was clear.

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Pacing was a challenge.

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Having the rubric as well as the score of the samples made it clear what an acceptable essay should be and the teachers were able to come to agreement quite easily.

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Teachers will be sharing student works samples for analysis. We will get feedback from each department.