HUNTERDON CENTRAL REGIONAL HIGH SCHOOL DISTRICT

part in so many conferences, they saw the value of working through many drafts and not just “doing school”
and getting it done.”
Jessica Long
“I have improved immensely with conferencing, and in allowing students to improve almost without end. I have
changed my whole approach to the idea of finality in grades. I try to build in, in nearly every activity that gets a
summative grade, the opportunity to improve. It is nice because you get the serious approach a student takes to
a summative grade without the “end of learning” feel that summative can have if the opportunity for
improvement is not built in. Students see the value in visiting and revisiting a piece, when that is usually the last
think they want to do otherwise. … I find students feel fairly treated, and I feel I can be honest, when this
process is in place.”
Karen Malzone
“After a quarter of exploring specific skills and traits in writing and the imaginative process, the students got to
a point in HIP where they could forge their own creative paths. I feel that in granting them an independent
study, it forced them to behave as real-world writers/thinkers do: they had to be self-motivated, communicate
with the broader community, collaborate for revision, and re-think and re-define goals throughout the course.
By letting them choose their own genre, they were selecting mentor texts and actively thinking/reflecting on
components of style, theme, and audience-appeal. Throughout the process, they made oral presentations to the
class, communicated effectively online for accurate and refined revision, and then presented their works to the
class and world community for an authentic audience.”
Thomas McHale
“The school and department have provided new opportunities for professional development, and I’ve tried to
take advantage of them. This year I have been an instructor in the short skills sessions, a facilitator in the
pathways collegial inquiry groups, part of the School Schedule Task Force, and a member of the sophomore
English PCL. This past summer I was also an instructor for the second 1:1 pilot program, and have been a
frequent contributor in the weekly Twitter discussions Cathy Stutzman has organized on Wednesday evenings.
Being a member of these groups has helped me to grow professionally and personally as well.
I am always looking for new ways to better engage students in learning. Doing this often means responding to
what is working and willing to be flexible and alter plans. I’ve always felt this is one of my strengths, yet I
always see it as an area for growth as well. I feel that I can constantly look to improve the way I engage my
students, and would like to explore a more effective uses of formative assessment.”
Jennifer Miers
“I’m pleased with the experience of redesigning my Public Speaking class around the practice of formative
assessment. In the past, I’ve always been disconcerted by the lack of interest the students have in truly
improving their Public Speaking skills - they wanted the good grade, but they didn’t want to do the work to get
the better grade. I decided to approach my quarter three class in an entirely different way, making the students
responsible for identifying their strengths and weaknesses, for developing goals, for making improvements, and
finally for assessing themselves. The key to this being successful was the use of videotaping the students:
because they were able to see themselves and what they do, their impressions of how effective they are as
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