A laser-beam focus on improving instruction to improve learning
Saying “teaching matters most” is easy, and seems obvious. Making it the top priority for school leaders and staff is not so easy—in fact, it's messy. If we want to change how students write, compute, and think, then teachers must change how they teach. They must transform the old “assign-and-assess” model into engaging, compassionate, coherent, and rigorous instruction. The authors show school leaders how to make this happen amidst myriad distractions, initiatives, and interruptions.
Unlike other books that stop at evaluating teachers and instruction, this work demonstrates how to grow schools' instructional capacities with a three-step process that involves: 1. Envisioning what good teaching looks like; 2. Measuring the quality of current instruction against this standard; 3. Working relentlessly to move the quality of instruction closer and closer to the ideal
The authors provide helpful guidance on issues such as hiring, induction, professional development, mentoring, and teacher evaluation. Each chapter offers specific action steps toward building the blueprint for improvement. Also included are frameworks for completing instructional audits in schools, and probes, instruments, and protocols for measuring and tracking the quality of instruction. Leaders will find excellent guidance for spearheading and sustaining a focused and aligned effort to improve the quality of teaching to impact all learners.
Chapter 4: What Should Induction and Mentoring Look Like?
What Should Induction and Mentoring Look Like?
If a personnel director or other school representative recruits, interviews, and hires teachers, that school leader should seek to find evidence that the new hire has already demonstrated evidence of the kind of high-quality teaching that the professional community of that school values, or shows a capacity for learning the standard and for living up to it consistently. This standard should align with the efforts of mentors, supervisors, instructional coaches, and professional development providers. This process of hiring is a huge responsibility, requiring a certain aggressiveness, timeliness, tenacity, and integrity.
At the outset of a teaching assignment, it is both common and natural for a newly hired teacher to want to learn what ...