Select publications authored by Giselle Martin-Kneip

Changing the way you teach, Improving the way students learn

Co-written with Joanne Picone-Zocchia, this book describes a framework for effective teaching that can be applied to any subject area and grade level. A detailed review of the structures, processes, and content of effective teaching provides practical tips that can be used right away, and the stories that are woven throughout directly and explicitly relate theory to practice and results.· Areas of focus include addressing both the depth and the breadth of your curriculum, questions that engage and support student learning, specific scaffolding techniques, and tips for using student portfolios to both document and promote student learning.
Becoming a Better Teacher: Eight Innovations that Work

This book provides K-12 educators with key information about proven, effective, teaching and learning tools. Giselle chose these specific innovations because, as a whole, they foster a student-centered classroom environment that is both equitable and rigorous. Separate chapters address Essential Questions, Curriculum Integration,  Standards-Based Curriculum and Assessment Design,  Authentic Assessment, Scoring Rubrics, Portfolios, Reflection and Action Research.  Annotated lists of recommended resources provide suggestions for further exploration of each topic.
Readers new to these topics will gain a basic understanding of each topic and learn how to use them to create a student centered-classroom. More experienced educators can also benefit from re-examining these topics as parts of a comprehensive whole. Numerous examples from all grade levels, along with design modules, templates and checklists, make this an invaluable guide for teachers and administrators.
Why am I doing this?  Purposeful teaching through portfolio assessment.

This book is a testament to the process of professional development inherent in the creation and use of alternative assessment. It offers demonstrable proof that when teachers engage in sustained inquiry, reflection, and communication about assessment, they can discover and define their own professionalism and refine their art of teaching.

Why am I doing this? is based upon Giselle Martin-Kniep's work with over one hundred teachers in the Hudson Valley Portfolio Assessment Project. Under her direction, these teachers spent three years learning about, experimenting with, and reflecting on their use of assessment and its relationship to student achievement.

Although Why am I doing this? includes lots of practical ideas on the design and use of alternative assessment and showcases many examples of best practice, its overriding purpose is to document a change process. As such, it will have special appeal to readers who want to implement or study the impact of alternative assessment, as well as those who participate in professional development experiences focusing on conditions that support teaching and learning.

Capturing the Wisdom of Practice

This introductory guide has all the steps and strategies you need to create your own professional portfolio and help your school develop a system wide portfolio effort. Explore types of portfolios, what to include in each, and how to make sure your portfolio reflects your abilities and accomplishments.


Communities that Lead, Learn and Last

This book provides practical guidance for schools and districts on developing professional learning communities, by mapping out community-building essentials, and providing guidance, tools, and carefully crafted rubrics.  Communities that Lead, Learn and Last shows how PLCs can become the means for improving teaching and learning, promoting and sustaining educational innovations, and enhancing capacity across the system.
DevelopingLearningCommunities.Cover Developing Learning Communities through Teacher Expertise

This book offers practical methods for using in-house expertise to generate quality professional development.  It provides step-by-step instructions for developing an action plan for incorporating learning communities into a school. Three specific teaching units and supporting material illustrate how to identify and capitalize on teachers' existing expertise.
Articles & Chapters
  • Effective Facilitation: A Hallmark of Quality PD.  LCI Publication.  November 2018.  Article link.
  • Sustainable Professional Development.  Principal Leadership.  October 2017.  Article link.
  • Learning That's Made to Measure.  The Learning Professional.  April 2017.  Article link
  • Why do we need to Assess the Intangible?  Impact On Instructional Improvement.  Fall 2016.  Issue link
  • Teaching and Assessing Worthy Outcomes.  Impact On Instructional Improvement.  Spring 2016.  Issue link
  • Feedback That Supports Learning for Everyone.  2015.  Article link
  • Authentic Assessment and Learning for Students and Teachers: A Path to Engagement.  LCI Publication.  2015.  Article link
  • Neuroscience of engagement and SCARF: why they matter to schools. The Neuroleadership Handbook.  2013.  Chapter link
  • When non-action and slow action are courageous acts. Impact on Instructional Improvement. Vol. 27 (1), 2012.  Issue link
  • Developing the Learners We Need.  LCI publication.  2012.  Article link
  • Aligning Curriculum with Integrity (written with Joanne Picone-Zocchia).  LCI publication. 2011.  Article link
  • Mapping for the right reasons. EARCOS Journal. September 2011.  Issue link
  • Developing the Learners We Need.  LCI publication.  2011.  Article link
  • Just right mapping.  LCI publication.  2011.  Article link
  • Leveraging the Common Core Standards with Authentic Assessments.  LCI publication.  2011.  Article link
  • Using the Common Core to Test What Matters.  LCI publication.  2011.  Article link
  • Lessons From Helping Teachers Analyze Student Work.  LCI publication.  2010.  Article link
  • Collecting Evidence.  Virginia Journal of EducationMay 2007.  Article link
  • Illustrating the Essential Elements of Middle-Level Reform. Transition. New York Middle Level Association. Fall 2004.  Article link
  • Get Real? Virginia Journal of Education. January 2003 issue, pp. 11-14.
  • Standards, Feedback, and Diversified Assessment: Addressing Equity Issues at the Classroom Level.  Reading & Writing Quarterly.  2000.  Article link
  • Students Will If Teachers Will: Re-Orienting Teachers and Students Towards Self-Directed Learning (written with Liz Locatelli).  IMPACT.  1997.  Article link
  • The North Shore Collaborative Inquiry Project: A Reflective Study of Assessment and Learning (written with Elyse S. Sussman and Elizabeth Meltzer).  Journal of Staff Development.  Fall 1995.  Article link   
  • Designing Schools and Curriculums for the 21st Century (written with Willard M. Kniep).  Toward a Coherent Curriculum.  1995.  Chapter link
  • Authentic Assessment and Curriculum Integration: Natural Partners in Need of Thoughtful Policy (written with Leslie C. Soodak).  Educational Policy.  1994.  Article link
  • Alternative Assessment: Essential, not Sufficient for Systemic Change (written with Willard M. Kniep).  Holistic Education Review.  Winter 1992.  Article link
  • Students’ Geographic Knowledge and Skills in Different Kinds of Tests: Multiple-Choice versus Performance Assessment (written with Jane Heckley Kon).  Social Education.  1992.  Article link
  • Teachers as Curriculum Developers (written with P. Bruce Uhrmacher).  Curriculum Studies.  1992.  Article link
Neuroleadership Institute, The Brain and School (Panel with Allison Gaines Pell, Lila Davachi and Nim Tottenham), 2015 Summit.