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Seeing Change Through to the Classroom

Seeing Change Through to the Classroom. Principal Leadership Academy November 2012. Teaching. Getting Ready. Teacher-Directed Instruction. Instructional Teams. Procedures. After Class. Teacher-Student Interaction. Units of Instruction. Classroom Management.

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Seeing Change Through to the Classroom

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  1. Seeing Change Through to the Classroom Principal Leadership Academy November 2012

  2. Teaching Getting Ready Teacher-Directed Instruction Instructional Teams Procedures After Class Teacher-Student Interaction Units of Instruction Classroom Management Homework and Communication with Parents Student-Directed Work Teacher Preparation Computer-Based Instruction

  3. Effective Practices

  4. Indicators of Effective Practice

  5. Instructional Teams Effective Practice: Establish a team structure with specific duties and time for instructional planning

  6. Instructional Teams

  7. Instructional Teams

  8. Instructional Teams

  9. Table Discussion 1. Pick one Instructional Team indicator on which your school is really strong. 2. In 1 minute, tell the group why your school is strong on this indicator, what it looks like in your school, and how you know it is strong. 3. After everyone has shared their strong indicator, discuss as a group for 3 minutes.

  10. Units of Instruction Effective Practice: Engage teachers in aligning instruction with standards and benchmarks Effective Practice: Engage teachers in assessing and monitoring student mastery Effective Practice: Engage teachers in differentiating and aligning learning activities

  11. Units of Instruction

  12. Units of Instruction

  13. Teacher Preparation Effective Practice: Expect and monitor sound instruction in a variety of modes

  14. Teacher Preparation

  15. Teacher Preparation

  16. Table Discussion 1. Pick one Units of Instruction or Teacher Preparation indicator on which your school is really strong. 2. In 1 minute, tell the group why your school is strong on this indicator, what it looks like in your school, and how you know it is strong. 3. After everyone has shared their strong indicator, discuss as a group for 3 minutes.

  17. Classroom Management Effective Practice: Expect and monitor sound classroom management

  18. Classroom Management

  19. Classroom Management

  20. Classroom Management

  21. Table Discussion 1. Pick one Classroom Management indicator on which your school is really strong. 2. In 1 minute, tell the group why your school is strong on this indicator, what it looks like in your school, and how you know it is strong. 3. After everyone has shared their strong indicator, discuss as a group for 3 minutes.

  22. Mode: Teacher-Directed Instruction Effective Practice: Expect and monitor sound instruction in a variety of modes

  23. Teacher-Directed Instruction:Introducing the Lesson

  24. Teacher-Directed Instruction:Presenting the Lesson

  25. Teacher-Directed Instruction:Summarizing and Confirming Mastery

  26. Table Discussion • In 1 minute, tell the group how consistent your faculty is in delivering sound teacher-directed instruction (as per the indicators) in your school. How do you know? • After everyone has shared, discuss as a group for 3 minutes.

  27. Teacher-Student Interaction Effective Practice: Expect and monitor sound instruction in a variety of modes

  28. Teacher-Student Interaction

  29. Teacher-Student Interaction

  30. Mode: Student-Directed Work Effective Practice: Expect and monitor sound instruction in a variety of modes

  31. Student-Directed Work:Small Group and Independent

  32. Table Discussion 1. Pick one Teacher-Student Interaction or Student-Directed Work indicator on which your school is really strong. 2. In 1 minute, tell the group why your school is strong on this indicator, what it looks like in your school, and how you know it is strong. 3. After everyone has shared their strong indicator, discuss as a group for 3 minutes.

  33. Mode: Computer-Based Instruction Effective Practice: Expect and monitor sound instruction in a variety of modes

  34. Computer-Based Instruction

  35. Homework and Communication with Parents Effective Practice: Expect and monitor sound homework practices and communication with parents

  36. Homework and Communication with Parents

  37. Tell the Group • From all the Instruction indicators we have reviewed, which two does your school need the most work on? Why? 1 minute for your sharing. • After everyone has shared, take 3 minutes to discuss.

  38. Final Thoughts • It takes all the effective practices and all the indicators together to create a high-powered instructional program. • It takes ALL teachers routinely demonstrating the effective practices and indicators for ALL students to benefit.

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