Developmental Rubrics: Make Learning Visible in your English Classroom

Rohan McCarthy, Brunswick Secondary College:

Collect Game Plans not Grades

At every school I’ve taught in my relatively short career, there’s always been a data person. You know the type, likes databases and graphs, loves to collect numbers and rearrange them in ever more confusing ways. Likes to use that data to pose broad questions, ‘The average score for boys in Year 9 English is 45% whereas girls are achieving 55%. What should we do?’ Previously, I did think this kind of data was insightful and good for kick-starting conversations: what should we do? Then we’d all huddle around with the graphs as a faculty and have one of those conversations. The ones that inevitably degenerate into emotions and anecdotes and personal validation—or even worse, whining about students.

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