• Summary
  • Contents
  • Subject index

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.

What Should Professional Development Look Like?
What should professional development look like?

In the last two chapters, we have recommended coordinated actions to recruit, induct, and mentor teachers to promote consistent high-quality teaching. We turn now to professional development, which potentially influences the practices of new and veteran teachers alike. As teachers for many years in a variety of schools, we know that poorly planned and weakly executed professional development can be routine and lackluster. We also know that professional development can be transformative. If professional development is to become something more than the dissemination of information about current mandates, it should be:

  • focused on advancing the quality of teaching and learning
  • representative of a long-term strategic plan
  • collaboratively developed by teachers and administrators working in concert
  • sustained and supported
  • pursued ...
  • Loading...
locked icon

Sign in to access this content

Get a 30 day FREE TRIAL

  • Watch videos from a variety of sources bringing classroom topics to life
  • Read modern, diverse business cases
  • Explore hundreds of books and reference titles