Portledge in the Now.

Advancing Instruction Through Visible Learning

In January, Portledge faculty came together for a full-day Professional Development experience centered on Visible Learning, an evidence-based approach to teaching and learning grounded in global research.
Led by educator John Almarode, the session introduced faculty to a framework that prioritizes student growth by focusing on the instructional practices that have the greatest impact. As Lower School Division Director Saralyn Lawn, who organized this important opportunity, explained, “Visible Learning is about understanding what truly impacts student growth, not just achievement, and aligning our practices around that.”

At its core, Visible Learning emphasizes clarity—ensuring students understand what they are learning, why it matters, and how success is measured. “Students learn more when they understand their destination,” Lawn noted. “When learning targets and success criteria are clear, students are better prepared to engage, reflect, and take ownership of their progress.”

Importantly, this work extends beyond any one classroom or division. Because Visible Learning centers on instructional practice rather than content, it creates a shared language of learning across grades. “When we align around these principles,” Lawn shared, “we strengthen the entire program and create more consistent, meaningful experiences for students.”

The day also highlighted the importance of feedback and reflection—key drivers of student growth, and reinforced the value of collective professional learning. “Professional development has a greater impact when there is shared energy,” Lawn said. “Bringing all faculty together allows us to build that momentum.”
Through this work, Portledge School continues to invest in instructional excellence—ensuring that faculty development directly enhances the student learning experience.

Visible Learning in Action

Portledge teachers left the Professional Development Day with clear, actionable strategies to bring into their classrooms, many of which are already seeing an impact on student engagement and learning.

Jan Groden, MS English Teacher, highlighted the importance of breaking down goals for students: “A Learning Intention is the bigger picture, and the Success Criteria is a small, actionable step toward achieving that goal.”

Melissa Damm, Science Department Chair, emphasized clarity as a driver of student ownership: “When students understand the what, why, and how of learning, they engage more intentionally and take responsibility for their progress.”

For Brendan Sullivan, MS History Teacher, the experience sparked reflection and refinement: “I took inventory of my lessons… and started making changes. That process enhanced both my teaching and the student experience.”

Danielle Reynolds, MS, Learning Support Coordinator, pointed to the power of data-informed instruction: “Collecting and using data in the classroom helps make teaching more effective and supports student growth.”

Dan Naftalis, English Department Chair, focused on the role of feedback: “Providing timely feedback during the drafting process helps students better understand how to improve and develop their skills."

Together, these reflections demonstrate how Visible Learning is already shaping classroom practice across Portledge.
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