How Structure and Focus Support Teacher Learning

Author(s):
Lyon, Christine J.; Wylie, E. Caroline
Publication Year:
2009
Report Number:
RM-09-02
Source:
Document Type:
Subject/Key Words:
Teacher learning communities assessment for learning teacher professional development

Abstract

This paper describes a teacher learning community that focused on assessment for learning (AfL) and examines the structures and supports that were created to sustain this focus. The structures and supports are described to illustrate how participants deepened the individual and collective understanding of AfL. Four teacher outcomes are identified: Teachers became more committed to the improvement of teaching and learning, de-privatized their practice, became accountable for making changes to their teaching practices, and developed a deeper understanding of AfL.