Teachers Want to Know emerged from the stories of dozens of teachers. Too often conversations among teachers break down into the “haves” and the “have nots”. One colleague is as ecstatic as her students when her fourth graders learn that, despite starting the year behind, most are now reading like sixth graders. Many other teachers wish for such clarity, but simply do not have access to good information about how their students are growing from fall to spring. The common denominator is an appetite for feedback on our work with students.
