Reflections on Rethinking Grading: Coaching for Cultural Shifts in Schools

Written by Jane Ngo Wiley, Shoshy Starr, and Reed Dyer 

As we look back on the Rethinking Grading project, a 2.5-year pilot initiative spearheaded by the Massachusetts Department of Elementary and Secondary Education, we’re excited to share our reflections as partners on this transformative journey. This project wasn’t just about changing how we assess students—it was uniquely structured to incorporate a comprehensive coaching model that supported educators at all levels, enabling them to fully engage with the process of making holistic change.

Here’s how we supported our schools through that change in grading and feedback practices:

Adopting an Integrated Coaching Approach

Coaching in parallel at the leadership, teacher leadership, and teacher levels allowed us to understand how the change initiative was being received and implemented. We were constantly zooming in and out – focusing on the needs of the Rethinking Grading Fellow (the full-time lead educator in each building managing the pilot) and their leadership team, while also considering the larger picture within the school community. By systematically collecting and effectively communicating feedback from teachers to the leadership team, we were able to establish a feedback loop that offered actionable insights and supported a culture of continuous improvement.

Offering Guidance Around Organizational Design

Getting to know the current cultures of collaboration in the school, different roles, and how they intersected was vital to anticipating the strengths and barriers facing the change effort. This often led to supporting schools with examining their organizational structure, realigning roles and responsibilities, and increasing clarity and staff agency to support the change effort. This was necessary given the trickle down effect of shifting grading policies and practices on broader assessment systems and community norms. 

Championing Leadership Growth

Coaching wasn’t just about subject matter content or pedagogy; it was about growing leaders. Our coaching program was specifically designed to support school leaders as change agents, addressing their unique challenges and context, and helping them consider the full context of the change process. We constantly asked, “What do you need to learn to take this further?” A gradual release approach from targeted coaching around changes to grading practices increased capacity, confidence, and competence to lead with impact.

These elements – collaborative coaching, organizational transformation, and leadership development – are leading to authentic cultural shifts in diverse Massachusetts schools. At the heart of this transformation is a foundation of meaningful relationships across these key ingredients for success.. As coaches, our role extends beyond imparting knowledge and skills. It’s about forging connections, building trust, and creating a safe space for growth. And, let’s not forget the importance of being there for our leaders through thick and thin. Whether it was celebrating successes, laughing together when needed, or offering specific and honest feedback, we were there every step of the way. 

Leadership Growth in the Rethinking Grading Fellows

By the second year, our Fellows wore their roles with confidence, managing emotions and understanding their significance in the larger picture. They began seeing themselves as leaders and facilitators of change, and sought support strategically with specific asks, questions, and resources flowing regularly. Fellows collaborated with administrators, driving change across the school. The leadership team expanded, and true thought partnerships emerged. Schools identified changes, made course corrections, and moved forward. At one site, a focus on deeper learning emerged, driven by a Student-Adult Advisory Board that collaboratively observed classrooms and discussed challenges and potential solutions for learning and engagement.

A Collective Vision and Purpose

Through job-embedded coaching cycles, teachers received direct assistance to help them align their practices with the school’s vision. Teachers felt supported, more confident, and capable in their roles, fostering a sense of belonging, ownership, and cohesiveness with the overall change effort.  One pilot team aligned the shift in rethinking grading with more student-centered learning, meeting regularly to collaborate, analyze data, and share new approaches. Another school saw a department unite to develop common assessments, calibrate their scoring by reviewing student work, and analyze performance data to improve assessment practices. This demonstrated a powerful transition from teachers working in isolation to taking collective responsibility for their students’ learning and achievement.

Looking Back on Two Years

It’s been a ride full of learning, growth, and most importantly, connection, and we are filled with a profound sense of optimism for the way forward. While we made major strides in rethinking grading, we are also continuing to witness the development and strengthening of cultures of competency across the state.  These cultures emphasize shifts in adult mindsets, beliefs, and practices around the purpose of grades and how students achieve and demonstrate mastery. They also highlight the importance of consistency across teachers and transparency in learning expectations. This collective effort is helping to redesign learning spaces so that learners have opportunities to engage in meaningful, relevant, deeper learning activities.

We’re excited about the future and the continued journey of growth and innovation. If you’re passionate about making a difference in education, join us in fostering these changes. Let’s continue to build a better future for our students, together.