Educators often overlook the “largest body of evidence about student performance,” according to an article by Catherine Garrison, a professional development specialist at Measured Progress. The article “More than Paper Load: What Does All This Student Work Tell Us?” was published in the February 2006 issue of Middle Ground, a publication of the National Middle School Association (NMSA). 

Garrison suggests that a critical examination of student work can provide information about individual student achievement and a teacher’s instructional practices. She advocates using a team approach to examine student work; like doctors, lawyers, and other professionals, who collaborate on new research or discoveries, teachers can come together to discuss how the work that students produce shows what is working in the classroom and what isn’t. It is important to create protocols, Garrison stresses, so that participants feel comfortable and meetings remain effective and timely. Teachers also should establish a common understanding of content and performance standards to ensure consistency between classrooms and across the curriculum. 

According to Garrison, the process of examining student work can be helpful to teachers, who “become invigorated by collegial support and a stronger professional community.” Parents and students also benefit by teachers’ increased awareness of the needs of individual pupils. 

“Teachers often find themselves seeking answers to questions regarding their effectiveness in the classroom without the benefit of team support,” Garrison observes. “It is difficult to reflect in isolation. Colleagues have the advantage of ‘new eyes’ in cases where we find ourselves too close to the problem. Learning teams offer insight and advice and provide for common ground regarding student achievement.” 

Garrison is a national consultant and former middle school teacher. She earned a bachelor of science degree in English literature/education from the University of Nevada, Reno, and a master of education degree with a specialization in middle-level education from Walden University. Garrison designs and implements professional development workshops, including “Examining Student Work to Improve Achievement,” a session that addresses and expands upon the topics discussed in her Middle Ground article.   

“When Pat George [of NMSA] asked me to write this article,” Garrison said, “I was very excited about the opportunity to share what I believe is a very positive way for faculty to improve instruction. Not only does the collaborative process benefit all, it establishes accountability from within and encourages professional growth.”