It’s not easy for me to admit it, but in my initial year as the Project Based Learning coach in my school department I almost lost my entire first cohort back to more traditional teaching methods. Luckily for me they were the early adopters—ready to try something, open to the try resulting in disaster, prepared to learn from their mistakes and to try again. As it is, they were somewhat discouraged. They had spent hours of their time planning a project and weeks of their time facilitating a project, only to end up with products that didn’t clearly reflect student learning. They had no idea what grades to give their students, no idea if their students had really learned what they meant to teach, and weren’t sure if they should go back and teach the content another time “the old fashioned way” or just move on to the next unit.