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NH PLACE 2023-24: BEST


BEST Consortium Goals

(In addition to the NH PLACE Consortium Goals)
  1. Building K-12 toolkits for the work study practices - creativity, communication, collaboration and self-direction
  2. Reviewing units and tasks as a community of practice, developing a performance task and learning bank for teacher use
  3. Piloting tasks in classrooms, reviewing pilot results, and collaboratively making changes to strengthen the unit and task
  4. Review and calibrate student work at a summer summit 2023

BEST Leadership

NHPLACE BEST will be led by a teacher leadership team from across the state. Leaders will oversee an advisory group of teachers who will work collaboratively with national and state level leaders to build a network of support for performance learning for teachers in NH. Teacher leaders (BEST LEADS) will support grade-level teams in task design, performance learning, and embedding Building Essential Skills for Today (BEST) practices and curriculum into assessment design. BEST Leads will develop performance learning modules for teachers and finalize the BEST Toolkit.

BEST Teachers

  • Districts are invited to select teachers in Grades K-12 to participate in PLACE BEST
  • Performance learning and design learning modules will be available on the PLACE website and the CANVAS platform for introductory professional development.
  • Teachers will work collaboratively with grade level peers (led by a BEST leader) in the summer to begin assessment design and toolkit construction and during the school year through virtual team meetings to complete tasks.
  • Tasks and task elements will be piloted and student work reviewed in Summer 2023.


Performance Learning


♦ National and state standards

Inclusive of district programs and resources for learning

Embedded curriculum at the classroom level

Performance assessment

Problem-based learning

Project-based learning

Building Essential Skills for Today (BEST) embedded in assessment design

Student co-design

Student led inquiry

Student defense of learning