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The purpose of this document is to create coherence and provide clarity on how District 6 will provide instruction to our students. Teacher evaluation models detail dozens of strategies and practices that teachers should know and be able to implement. With every new educational book, newsletter, journal article, webinar, course or professional development session, teachers learn more approaches to instruction and how they can be used to support students’ learning. With so many pieces in the “education puzzle”, teachers can easily become overwhelmed, overloaded with information, and fragmented in their efforts. The solution to this challenge lies in utilizing an instructional framework that:
The purpose of this document is to create coherence and provide clarity on how District 6 will provide instruction to our students. Teacher evaluation models detail dozens of strategies and practices that teachers should know and be able to implement. With every new educational book, newsletter, journal article, webinar, course or professional development session, teachers learn more approaches to instruction and how they can be used to support students’ learning. With so many pieces in the “education puzzle”, teachers can easily become overwhelmed, overloaded with information, and fragmented in their efforts. The solution to this challenge lies in utilizing an instructional framework that:
• Defines quality learning elements in the classroom
• Defines quality learning elements in the classroom
• Articulates the instructional system and provides coherence
• Articulates the instructional system and provides coherence
• Guides the work of teachers and staff
• Guides the work of teachers and staff
• Provides a tool for self-reflection for teachers’ instruction forcontinuous improvement
• Provides a tool for self-reflection for teachers’ instruction forcontinuous improvement
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