Teaching for Authentic Intellectual Work: Standards and Scoring Criteria for Teachers' Tasks, Student Performance, and Instruction (2009) Fred M. Newmann, M. Bruce King, and Dana L. Carmichael
The standards and scoring criteria in this manual are based on years of research and work with teachers in schools. They are intended to help teachers to collaboratively discuss, provide feedback, and improve their practice in ways that will build their common understanding and enhance student learning.
Authentic Intellectual Work: Improving Teaching for Rigorous Learning (2016) Fred M. Newmann, Dana L. Carmichael, and M. Bruce King,
In spite of numerous reforms to improve rigor and relevance in the classroom, our schools have been slow to change. This work provides:
Backed by over 20 years of research, the Authentic Intellectual Work (AIW) framework helps school-based teams improve the quality of instruction, assessment, and curriculum for higher and more equitable student learning.
How Schools and Districts Meet Rigorous Standards Through Authentic Intellectual Work: Lessons From the Field (2016). M. Bruce King, Editor
"Having teachers own the process of evaluation with the lens of AIW as a reflective tool has repeatedly demonstrated teacher learning and growth…The adoption of AIW gives teachers across disciplines a common language and a lens through which they can evaluate and discuss the tasks they ask students to do, the questioning and instructional strategies they use, and most importantly the results as seen in student work. AIW fosters schoolwide collaboration that motivates and pushes teachers to advance their lessons and assessments, which ultimately enhances student learning” (from Chapter 8, If It’s Right for Kids: Evaluations That Promote Teachers’ Learning and Implementation of AIW).
"Measures of student success go beyond standardized test scores to gather information about (AIW) professional development and its impact on instruction. Gathering implementation data, whether through the classroom implementation profiles, the innovation configuration maps, or task–student work correlations, can help leadership determine how professional development impacts instruction and what the gaps are between the two” (from Chapter 9, Transforming Professional Development and Student Learning: Evaluating Impact).