by brucepotter, davenagel | Oct 17, 2025 | Posts
If grading conversations in your PLC spiral into opinions and policy debates, you’re not alone. The antidote isn’t a 60-page handbook—it’s four repeatable actions that turn grades into guidance. Do these well and consistently, and student learning (and teacher...
by brucepotter, davenagel | Aug 1, 2025 | Posts
“The art of teaching is clarity and the art of learning is to listen.” —Vandana Shiva Grades are meant to tell a story—a story about what students know, understand, and can do. Yet too often, they communicate confusion instead of clarity. When grades become mere...
by brucepotter, davenagel | Jul 16, 2025 | Posts
A student gets an 86%. Another gets a 62%. Everyone nods, updates the gradebook, and moves on. But what, exactly, should those students do next? If your answer is, “I’m not sure,” you’re not alone. Most schools inherited grading habits that feel familiar but don’t...
by brucepotter, davenagel | Jul 8, 2025 | Posts
In classrooms across the country, grades carry significant weight—they determine advancement, influence college admissions, and communicate student achievement to parents and future educators. Yet, how those grades are determined often remains murky, inconsistent, and...
by brucepotter, davenagel | Jul 2, 2025 | Posts
Picture two students leaving class with the same 82%. One shrugs—“good enough.” The other pauses and asks, “What does this tell me to do next?” Only one of them is becoming a visible learner. Visible learners can name what they’re learning, how they’ll know they’ve...
