These principles were developed through dialog among participants in the Looking at Student Work association of educators.
1. Student work is often serious work; it is, like the work of
adults working in various fields and disciplines, intentional: It
demonstrates the effort to understand and master the nature,
possibilities, and challenges of particular genre and/or media, it
demonstrates understanding of significant ideas and concepts, and it is meant
to communicate to an audience. This work can take many forms.
2. When looking at children's work, an inquiry "stance" is key; in other
words, it is important to look for what it is one can learn, rather than
to try to see what one already thinks one knows. Children's work is key
data about the life of a school.
3. The work of children and adults in schools can and should be public.
Schools tend to be isolated and isolating places. Looking at work
collaboratively can break down this isolation and reverse the norm of
"privacy" often found among school people.
4. It is important to look at children's work in depth, with others, over
time and to engage in reflective dialogue about the work, the child(ren),
and teaching and learning.
5. When looking collaboratively at children's work, it is important to "match" the
purpose for looking, the form [and function] of the work, and the protocol used.
6. When looking at and discussing children's work, the development,
consideration, and negotiation of standards at all levels--personal,
local, community and national-- must be important elements of the
7. Looking at children's work can be one way to strengthen connections
between children's learning and changes in instruction, curriculum, or other aspects of school life.