This process of setting benchmarks is a long-term endeavor. While assembling collections of quality student work may seem like a simple task, experience indicates that it is a highly interactive professional activity that requires extended discussion, justification of criteria, and reflection. The process should result in a collection of models that can be displayed in every school to inform educators, parents, and students. While it is ideal for schools in a school system to begin the process of defining proficient, high quality work together, individual schools can undertake the process for themselves. There needs to be professional development to assist teachers in using these models in their classrooms to maintain consistent standards and evaluate student work accordingly.
Teachers can use a similar process within their own classrooms to determine quality work.