Professional Learning Materials

Standards and Scoring Criteria for Teachers' Tasks, Student Performance, and Instruction book cover

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.

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Authentic Intellectual Work: Improving Teaching for Rigorous Learning book cover

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:

  1. A research-validated, field-tested framework that can be applied across grades and disciplines
  2. A powerful professional learning component that emphasizes teacher collaboration
  3. Detailed examples of lessons, assignments, assessment tasks, and student work

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.

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How Schools and Districts Meet Rigorous Standards Through Authentic Intellectual Work: Lessons From the Field book cover

How Schools and Districts Meet Rigorous Standards Through Authentic Intellectual Work: Lessons From the Field (2016). M. Bruce King, Editor

  1. Includes richly-detailed examples of AIW implementation at the state, district, building, and classroom levels.
  2. Guides readers in the design of professional learning that leads to effective transfer back to the classroom.
  3. Meant to serve as a companion piece to the core book on AIW, and includes an introductory chapter offering a concise description of the core principles of AIW.
  4. AIW has been validated by research conducted over more than two decades. Most recently, it has been the focus of a statewide initiative.

"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).

Available for purchase here