Improving the Instructional Program

Staffing the instructional program

  • recruit and select teachers who have the interest and capacity to further the school’s vision and goals
  • retain skilled teachers by providing support and time for collaboration, sharing leadership, creating s shared vision and building trusting relationships

Providing instructional support

  • actively oversee the instructional program
  • coordinate what is taught across subjects and grades to avoid unnecessary overlap while providing needed reinforcement and extension of learning goals
  • observe classroom instructions an provide constructive feedback to teachers
  • provide adequate preparation time for teachers
  • provide advice to teachers about how to solve classroom problems
  • provided teachers with the opportunity to observe effective instructional practices among colleagues in their own school as well as in other schools
  • participate with staff in their instructional improvement

Monitoring progress in student learning and school improvement

  • assist staff in understanding the importance of students assessment for, of, and as learning
  • collaborate with staff during the process of data interpretation
  • use multiple sources of evidence when analysing student progress
  • give priority to identifying those students most in need of additional support
  • incorporate the explicit use of data when making decisions that relate to student learning and school improvement
  • examine trends in student achievement over time (one or more years), rather than just at one point in time, when analysing student learning
  • collect and use data about the status of those classroom and school conditions that are the focus of the school improvement efforts
  • provide conditions for teachers to use data effectively (time, support, partnerships with experts, a culture in which the use of data is valued)

Buffering staff from distractions to their work

  • create and enforce consistent, school-wide discipline policies
  • minimize daily disruptions to classroom instructional time
  • implement a systematic procedure for deciding how best to respond to initiatives from outside the school
  • develop, with staff, guidelines to govern the amount of time teachers spend on non-instructional and out-of-school activities
  • regularly assess the contribution of all out-of-classroom activities to the learning priorities of students

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