ELA PLACE — A PLC in Action

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NHLI PLACE – Performance Learning and Assessment Consortium for Educators 

A Statewide Community of Practice Reimagining Student Engagement, Assessment, and Agency

As a premier professional learning community (PLC), PLACE (Performance Learning and Assessment Consortium for Educators) began as a continuation of a shared vision: to provide deep collaboration on performance learning, student engagement, and meaningful evidence of learning.

Engagement That Leads to Achievement

PLACE centers learning that asks students to think, reason, create, and apply—not just complete tasks. Teachers design and refine performance assessments that emphasize inquiry and sensemaking, encourage reasoning and problem-solving, and connect learning to authentic contexts. Implementing performance assessments results in classrooms where students are active participants in their learning—and where achievement grows from deep understanding.

This is not one-day professional development. It is sustained, inquiry-driven professional learning.

Professional Growth Through True Collaboration

PLACE is led by teachers, for teachers. Educators work in content-specific and cross-disciplinary teams to refine instructional strategies, design and validate performance assessments, and study student work together. This is not one-day professional development. It is sustained, inquiry-driven professional learning.

Continuous Innovation in a Changing World

PLACE teams have space to innovate, create, and iterate. Exploring performance learning models, strategies that spark curiosity and imagination, and student-centered assessment practices. The questions the teams are asking are: 

• How do we measure what truly matters?
• How do we keep students engaged in a world of distraction?
• How do we ensure assessments reflect deep learning, not surface compliance?

This introduction is the beginning of a series. In upcoming blogs, you will hear from the content-area teams, such as ELA, math, and science. Each will share how PLACE practices are transforming teaching and learning within their disciplines—what they are designing and how their practice continues to evolve.

If you believe that:

• Collaboration makes teachers stronger
• Performance assessment reveals deeper learning
• Students deserve work that challenges and inspires them
• Professional learning should feel energizing, not compliance-driven

…then the New Hampshire Learning Initiative (NHLI) is committed to partnering with your school district to advance personalized and performance-based learning. We encourage you to reach out to our team to initiate a conversation about your specific needs and goals.

To see this community in action, look no further than our ELA PLACE network. Keep reading below.

There was no hesitation—just genuine collaboration, guidance, and a belief that everyone benefits when knowledge is shared.

ELA PLACE: A Professional Learning Community in Action

On February 4, the ELA PLACE group came together for their second full day of collaborative learning in the 2025–2026 school year, focused on designing competency-based performance assessments. From the start of the day, there was a clear sense of trust, shared purpose, and a commitment to learning.  What stood out most was not just what teachers worked on, but how they worked together.  The group was working together as a strong, effective Professional Learning Community. Teachers spoke honestly about their practice, listened closely to one another, and focused on making real improvements they could bring back to their classrooms.

From Reflection to Design 

The day began with reflection. Teachers were asked to share  moments when students showed deep understanding; times when learning truly “clicked.”  These stories anchored the work in real classroom experiences, reminding the group why meaningful assessment truly matters.

From there, the group explored what makes a strong competency-based performance assessment. Together, they examined how to design tasks that are authentic, equitable, and aligned to learning goals. Teachers walked through a shared process, always keeping the focus on what students need to demonstrate.

Learning With and From One Another

What sets ELA PLACE apart is how teachers support one another. Participants didn’t just learn about performance assessments; they shared real examples from their own classrooms, gave feedback, and helped one another revise and strengthen tasks.

One powerful moment came when teachers from one school asked for curriculum support. Almost immediately, teachers from another district stepped in. They shared examples of their own curriculum, talked through their thinking, and walked their colleagues through how to approach their challenges. There was no hesitation—just genuine collaboration, guidance, and a belief that everyone benefits when knowledge is shared.

The group’s shared resources are now live on the ELA PLACE website, creating a growing database of teacher-created work that is practical, relevant, and ready for them to use.

While the teachers brought a wide range of experiences, they were united by a shared commitment to student-centered learning, equity, and meaningful assessment, creating a learning space where they felt safe to take risks, ask for help, and grow together.

Looking Ahead

As the day ended with reflection and sharing, it was clear that ELA PLACE has moved beyond traditional professional development. This is a collaborative learning community where teachers improve their practice in real time. They are united by a shared commitment to student-centered learning, equity, and meaningful assessment. The result is a learning space where teachers feel safe taking risks, asking for help, and growing together.

When educators trust one another, share openly, and commit to doing the work side by side, great works get done.