Rothman 1

Diana Rothman
Tina Chavez
Senior Internship
15 December 2015
Documentation has Potential as an Effective Form of Communication Between Teachers
Introduction
Several days into internship I started working in the atelier, or art studio, at Aspirations
School of Learning. I was excited, and had no idea what to expect, or how to handle the
opportunities to learn. One of the preschoolers, in contrast, was not open to the prospects ahead.
Eight preschoolers had been selected to work in the atelier, and seven of them had filed in
and sat down at the tables. A little boy, Ill call him Linus, didnt want to participate. He was
more interested in his friend who wasnt in the atelier, but the teachers wouldnt let him go play
until art time was finished. He stood outside, and every few minutes hed run by the doors.
I wanted to help him be a part of his class, and I started thinking of what to do. The
children were working with wires and clay. My mentor, the atelierista, was demonstrating a
possible outcome for their work. During this demonstration, I picked up some of the wires that
werent being used and walked outside with the wires to find the little boy. Linus was standing
behind a colourful chair. First, I tried to make conversation with him. Then I turned the
discussion topic onto this chair. The colours of the wires were similar to those on the chair, and
we began matching the wires and colours. He liked the game so much he started pulling the
wires out of my hands to match them himself.
Eventually, I asked him if hed like to use the wires to make the chair, and soon enough
he was finishing his project along with the other children of his own choice. This experience was
oddly exhilarating. Not only had I effectively communicated with a student, I had helped this

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student take a step towards realising all situations in life can be turned into positives. After
thinking about it, I wrote this story down in a journal I was keeping for internship. When my
mentor found out I was making journal entries about experiences I watched unfold around me,
she suggested I create a journal with entries and photos for the teachers use. Work on the journal
began almost immediately.
Documentation is a form of communication showing the learning that occurred because
of an event or events. It was my hope in creating this journal to build upon a particular aspect of
documentation, that is the revelation of unknown factors in teaching and/or lessons, and create a
new platform for asking insights into these partial or nonexistent bits of knowledge. In this way I
came to ask, How can documentation be used as an effective form of communication between
teachers?
Background Section
Documentation in schools serves to inform all students, parents, teachers and/or public,
of what a schools students have learned or are learning. This can create a connection between all
participating parties that gives meaning to the work each student does and gives reason for the
support of the school. It would appear that the extensive and curated documentation of student
work in schools, at least for younger children, started with the Reggio Emilia schools. The
Reggio Emilia schools use documentation as a concrete form of evidence depicting childrens
growth. The forms documentation can take include but are not limited to written overviews,
photographs, videos and recordings of conversations with the children.
These preserved projects should, in effect, serve as a physical reminder to students of
things they have previously learned when they see their past work and the process they went
through to get there. Parents can, through the solid piece and written analysis by the teacher(s),
observe their childrens growth. Loris Malaguzzi, the mind behind the inner workings of Reggio

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schools, believed that parents having access to documentation opens their minds to what and
how their child can learn (Carolyn Edwards, Lella Gandini, & George Forman 70).
Then, in the case of prospective students/the parents of prospective students, the documentation
acts as a tangible product of childrens growth. It becomes a persuasive argument for the Reggio
Emilia Approach.
Reggio schools have improved teachers compassion for students through the use of
documentation. According to Janice Kroeger and Terri Cardy, teachers ability to listen to their
students is tested and improved when teachers document student work because listening becomes
a necessity when understanding students learning. In reality, documentation creates a directive
funnel for retrospection. Teachers can see childrens development through their files and the
steps they take to get to the finished product, while teachers themselves should be able to gain
insight into how to better work with the children and provide guidance without interrupting the
childs personal learning experience.
Currently, a number of schools in the United States use forms of documentation to assess
student work. For instance, Normal Park Museum Magnet School in Chattanooga, Tennessee,
has students exhibit their work along with a label like one would see in museums. This label,
or paper, is used to assess the students learning. There are also a number of other schools using
documentation of student work, such as High Tech schools and schools that maintain Project
Based Learning (PBL) environments, along with the Reggio Emilia Schools.
Notably, Aspirations School of Learning, a Reggio Emilia school in the U.S., uses
documentation for aforesaid reasons. This school preserves work in as many forms as possible,
whether that be written assessments of the previous day, filed student work, exhibited past
projects, or other formats preferred by the teachers. While teachers at Aspirations document
learning itself, they have not compiled any photographic selections of teachable moments with

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analyses. Composing a book with a number of these moments, which teachers could then review
and provide their input on, may be a helpful contribution to an already passionate array of
teachers with effective teaching styles at Aspirations.
Methods
Aspirations School of Learning is a U.S. Reggio Emilia school geared towards children
ages three months to six years of age. Teachers work in teaching teams of two or three and
document student work for parents, students, and teacher use. The work is exhibited in the
class, or sent home with the student. The atelier, a single room art studio, is attended by all age
groups and overseen by one instructor who also documents all student work in the atelier. While
all teachers document work for any parties with ties to the school, they do not have a place to
share questions, curate opinions, or discuss student behaviour unless in person. By creating a
journal with photos, dvd, questions, and other forms of documentation of various topics, the hope
is that teachers will develop greater insight into teaching moments through each others
experiences, curated in one place. The staff at Aspirations School of Learning would hopefully
use this product to answer their own insight and questions. The staff is composed of teachers and
administrators who interact on a daily basis to support the students, student families, and each
other. If they were to use this book, it would have to be used by the majority of the staff for it to
be effective.
For onsite data collection, a documentary journal was crafted and reviewed by teachers
and administrators at Aspirations School of Learning. Those who reviewed the journal were then
asked to respond to a survey. The survey was composed of three pages. All recipients responded
to the first seven questions. Depending on the response to the seventh question, they were
directed to either a page with one or two questions. The survey inquired into the staffs opinions
of the book and whether or not they would use the product. It then prompted them to explain

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their reasoning. This method was appropriate under these circumstances because it enabled to
teachers to assess and review whether the product would or would not be a successful tool within
the current environment. If the teachers chose to use the book, then it would succeed in its job
because they would see value in it. If the teachers did not choose to use the book, then it would
be wasted in the setting it was presented in. Outside sources were also used to gain deeper insight
into the ability documentation has to convey growth and gaps in learning. Research using outside
sources began prior to the week of September 20th, 2016. All work on the journal was started the
week of September 27th and finished the week of November 15th,, 2016. The survey was
administered through November 22nd to December 3rd.
Analysis
Documentation allows teachers to analyze interactions with students and hone their
observational skills. In Documentation: A Hard Place to Reach, Kroeger and Cardy discuss the
benefits of documentation for preservice teachers, such as focusing teachers observation of
children, which remain applicable to veterans in the teaching field. Two of the study participants
each provided an example of how documentation later helped them. For instance, one preservice
teacher was able to provide positive feedback to a mother worried about her childs interactions,
and procured examples of the students growth. The other was able to better communicate the
lessons learned by the students. This bares importance because of its benefits in helping teachers
communicate with others who dont work in education, which gives teachers the tools to then
communicate with those in their profession.
Another way that documentation could prove valuable is explained by authors Chip
Heath and Dan Heath, affiliates of Stanford and Duke University respectively. They ask the
question What makes an idea stick? in their book Made to Stick: Why Some Ideas Survive and
Others Die. As Heath and Heath note, one way an idea can stick is through the telling of a

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story and thus creation of an un-passive audience, something documentation frequently
utilizes. In engaging the audience, or in this case the viewer of the documentation, with a story,
the viewer is more likely to remember the story, and thus retain any ideas the story conveys.
Whether documentation takes the form of video, photo documentary, journal, or other, each
describes a process and walks a person through alongside the child. This allows for teachers and
other observers to form a better grasp of the childs mental, social and physical growth. This is
significant because it provides a foundation of understanding of the childs learning, helping
teachers converse on the subject and raise questions and ideas related to the childs
developmental growth.
The documentary journal created at Aspirations School of Learning provides a place for
collaboration and question, creating an effective resource for all teachers. In a survey of six
teachers and one administrator conducted by this researcher, each survey participant responded
saying they would use the documentary journal said researcher started. Because the journal lets
teachers contribute their queries and thoughts, it provides a relatively anonymous environment
for exchanges of insight. As one responder pointed out, It is a great way for teachers to share
thoughts and ideas without feeling awkward or uncomfortable with asking or answering
[questions]. Documentation, which prompts questions, can lead to discussion if used well,
leading to continuous development of teaching skills and positive interactions (The
Innovative). Because of the different views contributing to the journal, new questions that may
never have been asked of an experience if only one teacher had reviewed it can come to light.
Documentation can be used to teach educators what to look for in teacher and student
interactions. Based on what the teacher wants to gain from documentation, they learn to pick and
choose what to acknowledge from experiences until the documentation helps them revisit events
with relevant reflections (Kroeger and Cardy 396-7). The large format of the documentary

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journal at Aspirations School of Learning allows for numerous documentation styles.
Photography, DVDs of documentary video and CDs of transcribed student conversations can all
be stored within the journal, making it an accessible resources for multifarious documentation
styles of numerous teachers.
Proposed Action
Reviewing the aforementioned research, it remains personal but probable that
documentation can be used not only for greater communication of ideas and/or to point out what
still needs to be learned, but as a forum of insight. It should be maintained that documentation
should not only prompt questions but create more access to discussion. The ability to juxtapose
different experiences, documentation styles, and analyses can build on teachers abilities. This
leads to better classroom experiences and greater learning opportunities for children.
I believe more research should be done to see how documentation benefits teachers and
how they learn to handle different situations. It is necessary for teachers to continue to learn and
develop their abilities. When it is not possible for teachers to converse with their coworkers, they
have to find other means. This style of documentation can provide a needed outlet for these
discussions.
In conclusion, Aspirations School of Learning as well as other schools should continue to
implement documentation while simultaneously attempting to prompt viewers in the teaching
profession to ask questions and respond to questions raised by documentation. Creating shared
journals or other means of easy-access format in which writing, recording, or anything in which
question and response is possible should be of interest to schools to help teachers grow in their
roles. Aspirations School of Learning should continue to try to use this journal as a resource for
questions and answers.

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Appendix
What about this
book do you find
useful/positive?

What about this

book do you
not like?

Is the
format of
this book
well
executed?

Please explain
your answer to
the previous
question.

Would
you
use
this
book?

How often
would you
use this
book?

How would you

use this book?

I really enjoyed
looking through
the book and
asking myself
what I would do
in these learning
moments. The
questions
provided are all
very useful and
helpful to
teachers in a
Reggio
environment.

Felt it was done

very well.
Nothing I did
not like.

Yes, it is
well
executed.

Yes, well
executed.
Informative, to
the point, great
use of pictures,
provides positive
and useful
information.

Yes

When
needed.

When
collaborating with
my co teachers,
we could use this
book to help us
when looking
back at learning
moments. We can
look at what we
may have missed,
better questions
we could ask
ourselves, and
notice anything
we may have
missed in the
moment by taking
time to reflect.

It is an excellent
tool for
examining
teachable
moments.
Instead of just
documenting
what you see,
taking time to
ask questions
about the
moment is
beneficial to
your approach to
teaching.

Nothing. O
think it's a great
tool.

Yes, it is
well
executed.

The photos were

large enough to
see well and. Not
overly crowded
on the page.

Yes

When a
learning
moment
arises and
can be
further
explored.

It would be great
for reflection on
moments that I
could expand on
to further expand
on the subject.

First, the book is

very pleasing to
look at, which
creates an
interest to
explore
further...to dive
into! The idea of
open ended
questions, ideas
and problem
solving...that you
can respond to
by writing back

The hand print

is a bit small,
but not too
small to read...

Yes, it is
well
executed.

The format of the

book gives the
feel of a beautiful
artistic journal...
and is a
welcoming
presentation. It
will inspire other
teachers to
continue the
creative journey.

Yes

This book
would be
used when
a
meaningfu
l moment
arises
when
working
along side
the
children...
or fellow
teachers.

...as an
inspirational
tool...for myself
and fellow
teachers.

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is different and
something that
will continue to
evolve. Like the
fact that it's a
book that will
become a part of
our
environment...it
will change as
time passes and
will reflect
meaningful
moments that
will touch us all.
I love how
authentic it is
and that Diana
took time to
illustrate through
her words and
added color, the
experience of the
children. I think
it is a great idea
and tool for
teachers to
consider when
wanting to
document a
learning
opportunity in
their classrooms
in a more organic
manner, rather
than a typed
document.

There was
nothing
specifically I
disliked. I did
imagine what it
would look like
with all pages
filled in. I love
the message of
understanding
it provides her
readers. I think
there could also
be a section
perhaps, where
readers could
add their own
questions and
thoughts back
to the author
(Diana).

Yes, it is
well
executed.

It is well
executed in its
simplicity. I love
the content, the
personalized
writing and the
images presented
to fill in the story.

Yes

Often

"I could share it

with new staff
members
unfamiliar with
the
documentation
process. I think
this is a great
example for them
to get a feel for
how
documentation
might look.
Thank you,
Diana!"

I like the
questions. Makes
you think about
different ideas
that I may not
have thought of.

I could read it
with no
problem, but
the use of
pencil and
small writing
could be
challenging for
some.

Yes, it is
well
executed.

It provided room
for pictures,
comments,
details,
procedures and
questions.

Yes

Situational
ly

For projects being

worked on,
special projects,
trying to get ideas
and share ideas.

I appreciate all
the reflective
thinking. The
questions posed
are important for
teachers to
consider during
their time with

There really
isn't anything I
don't like. This
book is piece of
artwork in
itself. A
documentation
of experiences

Yes, it is
well
executed.

Written
documentation
with pictures and
a title on the page
are all visually
appealing.

Yes

Every
week

When something
with the children
inspired me or
confused me, I
would document
it to record my
journey along
with the children's

Rothman 11
children. I like
the size of the
book and the
pictures
included.

with children.

It is a great way
for teachers to
share thoughts
and ideas
without feeling
awkward or
uncomfortable
with asking or
answering.

n/a

journey through
the process.

Yes, it is
well
executed.

The format is
very easy to
navigate-page to
page and very
clear and concise
as to what the
point is.

Yes

monthly

I would use this

book to
communicate
with teachers that
I may not have a
chance to talk to
otherwise
(teachers in otto
since I am in
bambini)

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Works Cited
Edwards, Carolyn P., Lella Gandini, and George E. Forman. "The Role of Documentation."
The Hundred Languages of Children: The Reggio Emilia Approach--advanced
Reflections. 2nd ed. Greenwich, CT: Ablex Pub., 1998. 39. Print.
Exhibitions. Reggio Emilia Foundation. Reggio Emilia Foundation. Web. Aug. 2015.
"FAQs - North American Reggio Emilia Alliance." North American Reggio Emilia
Alliance. North American Reggio Emilia Alliance, n.d. Web. Aug. 2015.
Heath, Chip, and Dan Heath. "II. Teaching That Sticks." Made to Stick: Why Some Ideas Survive
and Others Die. New York: Random House, 2007. 177-78. Print.
Katz, Lillian G., and Sylvia C. Chard. "The Contribution of Documentation to the Quality of
Early Childhood Education. ERIC Digest." The Contribution of Documentation to the
Quality of Early Childhood Education. ERIC Digest. Ericdigests.org, 1996. Web. 01 Nov.
2015.
Kocher, Laurie. "The University of British Columbia." IECER. The University of British
Columbia, n.d. Web. 01 Nov. 2015. "Using Exhibits as Assessment." Edutopia. George
Lucas Educational Foundation, 14 Aug. 2014. Web. 01 Nov. 2015.
Kroeger, Janice, and Terri Cardy. "Documentation: A Hard to Reach Place." Early Childhood
Education Journal Early Childhood Educ J 33.6 (2006): 389-98. EBSCO Host. Web. 24
Oct. 2016.
"Innovative Teacher Project :: Reggio Emilia Approach :: Values." Innovative Teacher Project ::
Reggio Emilia Approach :: Values. WRITEHANDS, n.d. Web. 1 Nov. 2016.