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"One is too small of a number to achieve greatness. No accomplishment of real value has ever been achieved by a human working alone." -John Maxwell
Effective Instructional Practices:
Student data is regularly analyzed to drive instruction
Differentiated instruction to meet the needs of all students
Flexible small group instruction based on students instructional needs
Set clear expectations
Provide students with choice
Instruction is aligned with Virginia Standards and curriculum framework
Critical thinking and problem solving is woven into everyday instruction
Provide students the opportunity to discover, explore, and experience learning
Rigorous questioning is a standard and common practice
Provide students with a variety of assessment opportunities to demonstrate their understanding
Hands on learning opportunities are provided through Project Based Learning (PBLs) and STEM activities
Tiers of invention is provided and progress monitored to ensure student growth
Resources for Effective Instructional Practices
Resources for Effective Instructional Practices
Data Disaggregation
Data Disaggregation
Committed to focusing on the whole child
Committed to focusing on the whole child
Professional Learning Communities (PLCs)
Professional Learning Communities (PLCs)
will analyze both student growth and student achievement to better meet students instructional needs.
will analyze both student growth and student achievement to better meet students instructional needs.
Strategies for Supervising Instruction
Strategies for Supervising Instruction
Our Admin Team is committed to following the High-Performance Instructional Leadership Model, written by Justin Baeder in Now We’re Talking!
High-performance Instructional Leadership Model consists of classroom visits that are:
Frequent - Approximately eighteen biweekly visits per teacher per year
Brief - Around five to fifteen minutes
Substantive - More than just making an appearance
Open ended - Focused on the teacher's instructional decision making, not just narrow data collection
Evidence based - Centered on what actually happens in the classroom
Criterion referenced - Linked to a shared set of standards or expectations
Conversation oriented - Designed to lead to rich, engaging conversations between teachers and instructional leaders
Reference:
Baeder, J. (2017). Now We're Talking! 21 Days to High-Performance Instructional Leadership. Solution Tree Press
Supervising Instruction Procedures:
Our administration team is committed to having pre and post conferences for formal classroom observations
Teachers with less than three years of experience will be formally observed three times a year.
Teachers with more than three years of experience will be formally observed at least once a year, unless they are on a plan of improvement.
Informal classroom walk-throughs will occur weekly.
Admin will activity participate in Professional Learning Communities (PLCs)
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