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Here's feedback we've received from visitors to the site:
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February 7, 2001
I've simply been skimming to get an overview. I am in the process of establishing Whole Faculty Study Groups. Looks like your website fits in very,very well with them. WFSG also use looking at student work as a tool for improving teaching strategies.
-- Teacher (Staff Developer & Department Head)

October 31, 2000
It's great! I have been in Georgia for almost 4 years but was previously from Indiana. I was involved in Indiana with Harmony Center and CES as an elementary school principal. Now I'm trying to get some principals and teachers intereted in looking at student work. I just stumbled on to this site and I know it will be very useful. Zen Buddhism teaches that when the student is ready the teacher appears. Here you are!!!
-- Staff Developer, Georgia

September 12, 2000
At Phoenix High School (Gwinnett County, Georgia), we are looking to expand how we look at student work at all levels (individual teacher, departmental, cross-departmental, whole school). At the CES Fall Forum last year in Atlanta, we had two of our teachers present and another (in addition to myself) participate in a tuning protocol with your group. We enjoyed the experience a great deal. As I think about the possibilities for improving our local conversations around teaching and learning, I wonder which schools have worked with tuning protocols and LSW principles as a whole-school endeavor. In my experience, these situations are not common. To help my thinking along, can you recommend some high schools that have significant experience implementing LSW protocols (especially the Tuning Protocol) throughout their school(s)?

Beginning this year, each student will develop a Digital Portfolio prior to their graduation from Phoenix High School (we have previously collected and kept work in a variety of other ways). I am most interested in helping facilitate and "grow" a whole-school conversation around student work at a deeper level than presently exists in our "core" academic areas (we have several good, evolving models at work in our technical programs).
-- Kevin, Phoenix High School, Georgia

June 27, 2000
Why protocols, because I plan to start monthly meetings during the next school year with K-12 art and music staff. Looking at student work will be a focus as well as tuning district curriculum writing with state standards, and strengthening professional relationships among the two groups.
-- Fine Arts Coordinator, K-12

June 16, 2000
I'd like to see student work front and center. Our district (Mamaroneck, NY) has a strong history of looking at student work. Pat Carini has consulted with us for a number of years. I have attempted to translate some of these beliefs in a class website: http://www.mamkschools.org/central/class/grade1/brune/web/1999/index.html
-- Teacher, Mamaroneck, New York

June 8, 2000
I have long advocated looking at student work - as far as I am concerned it is just one exercise in the many that can be conducted in the assessment of students educational development. But I have come to the conclusion that the process is relatively worthless unless the areas of interest are thoroughly delineated, the curriculum thoroughly articulated and aligned and the teachers and others involved thoroughly calibrated.
-- Mike, Plainfield, New Jersey

June 4, 2000
I was unable to find anything on collaboration on looking at student work in the sciences. I did see the stuff about math and logo but no science. Where is it or have you lumped math and science together?? I hope you do not think that math and science are the same. Why don't you have the WEST ED model for developing Standards based instruction around a cycle of inquiry ?

May 31, 2000
You have produced the best website I've yet seen for teaching someone to how to begin developing a complex intellectual skill. It will be a model that I hope many others will try to match for thoroughness, clarity, convenience, and logical coherence. Many thanks and CONGRATULATIONS.
-- Consultant, Canton, Ohio

May 30, 2000
I loved reading the protocol. I am a CFG coach but have not used that protocol. It looked very exciting and helpful to the presenting teacher. I am now teaching in a middle school. When I taught in an elementary school we did a slice of student work throughtout the school. It was very exciting to try the protocol. I think it really brought us together as a staff. We had a very important question about how many connect-ons we were making between grades. Our school was only 300 students so we thought we were fairly together about how well we communicated between grade levels. We were correct in that the teachers who looked at our slice saw many connections in many subjects and how we did things. I would love to try this in our midddle school. We'll see...
-- Teacher

May 24, 2000
Thank you for this great information. I was involved in the Critical Friends Colloquiam at Brown University two years ago. I am an administrator for Professional Development in Special Education. Looking at the work of our children will greatly enhance our efforts to align special education and general education practices. Please send any additional information that you may have.
-- Administrator, Detroit Public Schools

May 21, 2000
Hello to the Annenberg folks! A few years ago when I was on sabbatical as the Christa McAuliffe Scholar, I was in touch with you, as well as many of the people on your resource list. It is interesting/exciting to see how far you've come! My own elementary school is struggling with examining student work (even to be looking is a big, big step!) ...having struggled with "just looking", we are now attempting to use the protocol (once, so far! next friday, second round) and it was a big improvement. Anyway, I just wanted to say hi...and keep up the great work! Thanks.
-- Teacher, Winsor School, Smithfield, RI Grade 3

May 21, 2000
You've done a brilliant job. I thank you.
--Author, consultant and arts in education evaluator