At the start of our proficiency-based model implementation, we prioritized supporting teachers by providing Professional Learning Community (PLC) Days. To facilitate this, we arranged for substitutes to cover all the grade-level content area classes for the day, such as our three 7th/8th grade social studies teachers, so that we could spend the day with them writing and revising essential learning rubrics. It was important for us to create a positive experience for the teachers during this time as their buy-in was crucial to the initiative's success. To achieve this, we provided food throughout the day, took notes on a shared screen as the rubrics evolved, and facilitated an inquiry process that involved distinct steps to build clarity and objectivity into their rubrics.
During one of the PLC Days, while working with the three social studies teachers, we observed a teacher's discomfort. The discussion topic was about the features of civilizations and the importance of students being able to identify and explain the key features. The teachers debated whether to include all eight key features or narrow it down to five or six, and whether to include them in the rubric itself. Such discussions were common during PLC days and helped us understand how much teachers needed this process to clarify their learning objectives and align with each other.
One teacher was most resistant to listing the key elements on the rubric, fearing it would “give away the answers.” We probed her reasoning, and her response provided clarity. It reminded us that some teachers are hesitant to give students explicit access to the material that they want them to learn. We continued to ask questions and made space for the other two teachers to share their perspectives. Towards the end of the discussion, the first teacher had a change of heart, and we all realized that "giving away the answers" may be what teaching is all about. Just as a coach does not want a player to guess as to how they can improve their shot, we don’t want our students fumbling in the dark guessing at what the teacher is looking for. Let's pull back the curtain, “give the answers away,” and provide clear and explicit learning materials to all learners.