Through documentation we capture traces of the visual, verbal, cognitive and sometimes even the meta-cognitive processes present in the classroom. This documentation serves as the basis for our own reflection and articulation of the journey undertaken by the class as students work, play, research, explore and experience their environment in groups.

Documentation is shared on panels in the classroom, on the teachers’ blogs at the Sabot at Stony Point website and through teachers’ informal presentation evenings with parents.

The portfolio—a collection of each child’s most significant work—is an artifact of the child’s experience in class and an assessment tool that documents the continuum of his or her learning. Many pieces include reflections by the classroom teachers. The portfolio allows children to reflect on their own learning as they share their portfolio with others and discuss the significance of the projects in which they have engaged. Children select pieces to be included in their portfolios, further extending the possibilities for reflection.

Teachers prepare a narrative consolidating their perceptions, reflections, and understanding of the student’s growth. Our point of departure is that all children are capable and able to learn. We regard children as individuals with a variety of intelligences. We observe children collaborating and expressing themselves each day. We document our observations and reflect on the group and the individual child.

We begin to ask questions:

What are the strengths and areas of challenge for this child? In which media does he or she most often choose to express thoughts and questions? What ideas is the child representing? Is the child beginning to use inquiry to approach problems? To what extent is he or she collaborating with others, and what forms does the collaboration take—negotiation, taking cognitive risks in the group, co-construction of theory with peers?

We look closely at each child’s development on the reading and math continua. We record his or her understanding of these “languages” and acquisition of the skills and concepts that promote fluency in both areas.

Teachers and parents have an opportunity each year to sit together and review the student’s work within the context of the group. Project involvement as well as individual growth are shared at this conference. We review the continuum of skills, highlighting the milestones of the student’s learning.

Student ownership of learning is promoted through a conference at which the student shares learning with his or her parents. It is our belief that this helps to reorient the child’s self-image by shifting from a perspective of “How do the adults in my life perceive me as a learner?” to one of “How do I perceive myself as a learner?” This approach to conferencing also creates the opportunity for students—through preparation with teachers and presentation to parents—to conjecture about where their learning is heading. Such a framework grounds students in the understanding that learning is an ongoing, incremental and life-long process.

Throughout the year, we host parent dialogue evenings to share our work in the classroom. These gatherings allow parents to absorb the work of their child and the class at a leisurely pace, and they invite parents to think with us about the work of their child. Such presentations further our work by linking our teaching to current best practice research, by “making learning visible” to teachers and parents, and by broadening the base of people who understand the work in which the children are engaged.

Other informal daytime and evening meetings and presentations offer opportunities for parents to raise shared concerns, discuss solutions, and educate themselves about specific aspects of learning, teaching, and child development.

We invite parents to join us for the last forty minutes of our day during our closing circle. This invitation is open for each day of the week. We ask that parents give prior notice through e-mail or a phone call.