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 7: How Can We Sustain a Culture of Exceptional Instruction?
How Can We Sustain a Culture of Exceptional Instruction?
In this book, we have devoted our attention toward helping school leaders to advance the quality of instruction and student satisfaction in schools by suggesting a comprehensive plan to improve the quality of teaching continuously and consistently. We know that it is possible for new or reinvigorated leaders to come on like gangbusters and transform a school into an instructional environment where everyone knows what great teaching looks like and knows the performance standards for every teacher. But how is it possible to sustain the culture of great teaching over time? We recognize that teachers come and go, and various instructional leaders come and go. Many factors affect ...