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

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AppendicesAppendix A: Instructional Goals MatrixTARGETAREATEACHINGCURRICULUMENHANCEMENTPROFESSIONALDEVELOPMENTSpecific GoalAssessmentToolThe Plan –StepsinvolvedDesiredOutcomeRelating toInstructionTime FrameAssociatedCosts122
Appendix B: On-the-Spot Beliefs about InstructionalLeadership: A QuestionnaireDirections: Beliefs influence our conception of leadership and consequently ouractions (Osterman & Kottkamp, 2004). The questionnaire below challengesreaders to reflect on views of leadership with particular attention to instructionalleadership. Research indicates that the extent to which school leaders attend toinstructional matters within the classroom is influenced in large measure by theirbeliefs of their efficacy regarding their work in instructional leadership (Blasé &Blasé, 2004; Sullivan & Glanz, 2006). Using the Likert-scale below, circle theanswer that best represents your on-the-spot belief about each statement. Afterthe survey, I include a brief discussion on each of the items. Readers may agree ordisagree with my responses, but I hope it will provoke reflection and continuedstudy.SA = Strongly Agree ("For the most part, yes")A = Agree ("Yes, but . . . ")D = Disagree ("No, but . . .")SD = Strongly Disagree ("For the most part, no")SA A D SD 1. To be effective, the principal must have been a successfulclassroom teacher.SA A D SD 2. Good principals must know how to facilitate best practicesin teaching, curriculum, and supervision.SA A D SD 3. It is reasonable to expect a principal to serve as a presenterin a professional development session.SA A D SD 4. It is reasonable to expect principals to know as much ormore about wait time, Bloom’s Taxonomy, and differentiated instruction thanteachers.SA A D SD 5. It is reasonable to expect principals to lead disciplinaryinstruction in gemarah, tanakh, mathematics, biology, English, history, etc.SA A D SD 6. The principal should spend many hours on the job in theclassroom each day.SA A D SD 7. The principal should be the most important instructionalleader in a school.SA A D SD 8. The principal is the single greatest factor in determining theextent of student achievement.SA A D SD 9. Instructional leadership should take priority over otherforms of leadership.SA A D SD 10. I am comfortable facilitating instructional leadership in myschool.123
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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
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curriculum? Schools, in my view, to
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learning objectives have been ident
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Developing curriculum at the planni
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4) Emphasize both the academic and
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An Overview of Best Practices in Su
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with practices best suited to promo
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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 116 and 117: Popham, W. J. (2008a). Classroom as
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 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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