Improving Instructional Quality in Jewish Day Schools and Yeshivot ...

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Improving InstructionalQuality in J
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Appendix C: Assessing Your Role as
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others, involved in a cognate enter
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Weissberg, Walberg, & Wang., 2004).
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all. “We are never asked for what
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administrator. He was well-organize
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Sartoris, DiPrima Bickel, & Garnier
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grade conferences, etc., effective
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school’s teaching practices, the
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een made in the areas of science an
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learning is more likely to occur th
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content, and the need to ensure tha
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pattern.] I didn’t really realize
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constraints, increase in administra
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The Transformational Change Project
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that are not strategic, but episodi
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my personal involvement in work wit
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schools to even greater levels of s
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was: “Well, you know, finding tim
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called direct teaching), although e
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surprised when no one can answer
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RecommendationsI. Teaching1. Teache
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standards,” a significant opportu
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decide on an area or theme they’d
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• Reflective journaling - Another
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3. Deep instructional improvement v
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Instructional leadership is about e
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76). Teachers who employ instructio
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short answers to two questions. The
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may become involved in cooperative
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utilized within a differentiated le
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Research-Based Teaching Practices i
Page 66 and 67: curriculum? Schools, in my view, to
Page 68 and 69: learning objectives have been ident
Page 70 and 71: Developing curriculum at the planni
Page 72 and 73: 4) Emphasize both the academic and
Page 74 and 75: An Overview of Best Practices in Su
Page 76 and 77: with practices best suited to promo
Page 78 and 79: dialogue and meaningful supervision
Page 80 and 81: • Ongoing - Too much of professio
Page 82 and 83: to do so. In fact, utilizing in-sch
Page 84 and 85: greatly to meaningful supervision a
Page 86 and 87: and amplified by James MacGregor Bu
Page 88 and 89: Leadership is predicated on the fou
Page 90 and 91: Citing Jim Collins (2002 cited by F
Page 92 and 93: Notes1. Before continuing, I sugges
Page 94 and 95: ubric of “professional developmen
Page 96 and 97: throughs, explains that according t
Page 98 and 99: members are not fully cognizant or
Page 100 and 101: AcknowledgementsI thank all the ind
Page 102 and 103: Bass, B. M. (1985). Leadership and
Page 104 and 105: Burke, P. J., & Krey, R. D. (2005).
Page 106 and 107: Downey, C. J., Steffy, B. E., Posto
Page 108 and 109: Fullan, M. (2005). Leadership and s
Page 110 and 111: Good, T., & Brophy, J. E. (2007). L
Page 112 and 113: Johnson, C. C., & Fargo, J. D. (201
Page 114 and 115: Marzano, R. J., & Brown, J. L. (200
Page 118 and 119: Shapira-Lishchinsky, O. (2009). Isr
Page 120 and 121: Tschannen-Moran, M., & McMaster, P.
Page 122 and 123: Annotated Works on Instructional Le
Page 124 and 125: This volume is an inspiring introdu
Page 126 and 127: you want to learn how to teach stud
Page 128 and 129: AppendicesAppendix A: Instructional
Page 130 and 131: Suggested responses:1. To be effect
Page 132 and 133: Appendix C: Assessing Your Role as
Page 134 and 135: SA A D SD 3. My spoken language as
Page 136 and 137: Domain 2: The Classroom Environment
Page 138 and 139: SA A D SD 13. I have a well-defined
Page 140 and 141: SA A D SD 13. I rarely desire to se
Page 142 and 143: 20. This is a well managed school.
Page 144 and 145: Appendix F: Teacher Attitude Questi
Page 146: 41. My colleagues and I usually dis
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