The Collaborative Analysis of Student Learning: Professional Learning That Promotes Success for All

A proven approach to transformative professional learning that raises achievement for all students!

Does professional learning at your school promote teacher growth and propel student achievement? If you're ready for a change, turn to trusted educators Colton, Langer, and Goff, pioneers of an extraordinarily effective design for professional learning: Collaborative Analysis of Student Learning (CASL).

You'll find complete strategies, resources and more in this evidence-based book that addresses the Common Core State Standards. Learn how to:

• Benefit from the lessons learned by the authors over two decades of nationwide implementation as you design a sustainable CASL program that drives positive change at your school
• Inquire into student work and assessments to promote learning excellence for all
• Use the CASL Teacher as Collaborative Inquirer framework to promote culturally competent, academically rigorous teaching
• Develop and implement new instructional strategies that mesh with Common Core standards

Discover how to put CASL in place at your school, helping faculty - and students - to reach their full potential.

"This book is extraordinary and a must have for every practitioner striving to improve student learning! Colton, Langer, and Goff provide explicit guidance on building a culture of collaborative inquiry to empower teachers and leaders to explore their own practices in a way that fosters meaningful and relevant learning for students."
Victoria Duff, Coordinator of Professional Learning
New Jersey Principal and Supervisors Association

"Teacher collaborative professional learning leads to improved teaching and student learning when it is skillfully orchestrated. In this book, Colton, Langer, and Goff provide an essential resource rich with strategies, tactics, tools, and examples to guide both facilitators and team members to structure collaborative inquiry, analysis, and learning in ways that deepen their learning and practice and increase results for all students."
Joellen Killion, Senior Advisor
Learning Forward

Author: Amy B. Colton,Georgea M. Langer,Loretta Goff
Publisher: Corwin Publishers
Published: 06/26/2015
Pages: 328
Binding Type: Paperback
Weight: 1.55lbs
Size: 10.09h x 6.80w x 0.64d
ISBN: 9781483358178

About the Author
Dr. Amy Colton, director of the Center for Collaborative Inquiry, serves in several roles to ensure the effective design, implementation and evaluation of standards-based professional learning to increase the capacity of those who work to improve student learning. She is a senior consultant for Learning Forward, and the executive director of Learning Forward Michigan. As a contractor with the American Institutes of Research's Great Lakes Regional Center, she supports the Michigan Department of Education's work in policy development and implementation for improving educator effectiveness and closing the African American achievement gap.

Dr. Georgea M. Langer is emeritus Professor of Teacher Education at Eastern Michigan University. She holds a doctorate in Educational Psychology from Stanford University. As a professor, she helped create and implement a student-teacher performance assessment portfolio that requires documentation of the pupils' learning resulting from a full unit of teaching and learning experiences.


Dr. Loretta Goff has been an educator focusing on literacy needs of struggling learners for more than 30 years. She has served as a teacher, assistant principal, principal, director, and assistant superintendent in Mississippi schools. Her current position is Director of Academic Content for Generation Ready (a national consulting firm) where she has led the design of programs and processes used to assist schools in improving the work of teachers and administrators.