High Quality Instruction- aligning to core values.pdf
- 1. GOAL: 1 GOAL: 1 HIGH QUALITY HIGH QUALITY INSTRUCTION INSTRUCTION
- 3. Schedules Lesson Plans Procedures Materials Assessment PLCs Instructional Expectations Vicki ACT Information gathering for discussion, collaborative consensus, and guidance.
- 4. Schedules Students who fail an EOC How is remediation scheduled? Who is responsible for creating a plan and tracking these students toward success? Are instructional minutes protected? From interruptions (late students, intercom, school day athletics, pictures, etc) From complacency (bell bookends, transitions, etc) Have you developed a modified 4x4 schedule to implement under special circumstances (Late starts, Benchmark testing, Pep Rally, Assemblies)? Are you implementing a FLEX/WIN time into your master schedule? Communication between campuses and CTE Create Google Calendar for each school, add AJohnson to each. AJohnson adds all three principals to her CTE calendar. CTE field trips/special speakers that will disrupt classess should be noted 4 weeks in advance when possible. Benchmark testing, respective CTE students will remain on campus. CTE teachers notified Attendance and supervision procedure. (Work based learning teacher)
- 5. Lesson Plans Are lesson plans required? Who reviews and what metric is used to approve the plans? Lesson plans: What they shouldn’t be BUT what they usually are Copied and pasted from prior year Clicked through quickly by admin and marked as reviewed What they should be But what they usually aren’t
- 6. Daily Procedures/Non-negotiables Are Bell Ringers required? Do teachers post their classroom rules and expectations? What is your process for frequent discipline flyers? Are cell phones allowed during class time? When, if ever, is that appropriate? Chromebooks? Are the devices being used too much, too little? Are they a substitute for busy work?
- 7. HQIM Are your teachers using the purchased textbooks and materials? If not, what are they using and what’s the process for vetting the materials? Teachers Pay Teachers? Acceptable for activities, explorations, supplemental materials NOT acceptable as a curricular package unless vetted and approved
- 8. Assessments and Grading Grading Templates. Is there consistency? Why? Why not? Number of grades per term. Is there a minimum or maximum? EOC Final Averages Grades F or C (concordance) ACT/WorkKeys/Dual Enrollment Spreadsheet shared and updated quarterly WorkKeys Cuspers Edmentum at Belden How is work getting to students? Who approves enrollments?
- 9. PLCs What do those look like? How often? Who is responsible for monitoring them? Key Components: 1.Student learning and experiences 2.Collaborative teams 3.Collective inquiry 4.Action orientation 5.Continuous improvement 6.Results orientation
- 11. Instructional Expectations Effective implementation of Strategies 1 and 2 will necessarily accomplish the following: Create common expectations and build a culture of collaborative inquiry Foster reflective practice to promote teacher agency Identify areas of individual strength/weakness, and areas of professional need for teachers, subject areas, whole school Build capacity by directed focus on specific instructional practices common expectations collaborative inquiry reflective practice teacher agency Identify strength/weakness Build capacity
- 12. Instructional Expectations How do we create this environment? Observation/Feedback 1.Instructional Focus Practices + PGS scoring a.To be used by building principal, assistant principals, instructional leaders 2.PGS-Online rubric a.To be used by building principal for evidence gathering throughout the year and for formals common expectations collaborative inquiry reflective practice teacher agency Identify strength/weakness Build capacity
- 13. 4 Domains 9 standards Dozens of indicators
- 14. Questioning Frequently asks probing, open-ended questions to foster productive struggle and generate EXPLANATIONS rather than answers. Frequent Formatives Strategically questions and gathers individual feedback to adjust the lesson in light of student responses. Quality Checks Frequent and intentional mid-lesson review/reteach of prerequisite concepts to preemptively address misconceptions and build on prior knowledge Wait Time Provides significant time for students to formulate responses and discuss/explore misconceptions Make Meaningful/Add Value Regularly and intentionally injects relevance and application via well- constructed and previously prepared illustrations and examples while avoiding mnemonics and discrete procedures Small Group, Purposeful Talk Frequent opportunities for students to discuss/explain/explore/make connections via peer-to-peer engagement Equitable Discourse Discussions/answering/qu estioning not dominated by small cohort but distributed intentionally
- 15. Instructional Expectations What does it look like? Instructional leaders/academic coaches will meet to develop an understanding and discuss a set of “look fors” for 7 focus practices. Instructional leaders/academic coaches will select one focus practice to “capacitate” Share the instructional focus practice with staff in group/PLC/Grade Level/Subject Area Begin observations and provide feedback with emphasis on that focus practice Repeat with next focus practice 5 for 10 AND 2 for 30
- 16. For PGS
- 18. Variety of Educational Opportunities What options are available outside of the core curriculum on your campus? High Demand, high-interest career pathways via CTE