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

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Appendix C: Assessing Your Role as InstructionalLeader: A QuestionnaireCharlotte Danielson, in a 2007 work titled Enhancing Professional Practice: AFramework for Teaching (published by the Association for Supervision andCurriculum Development), developed a framework or model for understandingteaching based on current research in the field. She identified “components”clustered into four domains of teaching responsibility: planning and preparation,classroom environment, instruction, and professional responsibilities. I adaptedand developed the questionnaire below based on her framework. Please take thesurvey now because it will serve as an important reflective tool to judge what youconsider as instructionally important. Please note that your responses are private.Therefore, your honest responses to the various items below will best serve asreflective tools to assist you in becoming an even better instructional leader. Atthe end, you will find a brief self-analysis to encourage reflection on your role asan instructional leader.SA = Strongly Agree ("For the most part, yes")A = Agree ("Yes, but . . . ")D = Disagree ("No, but . . .")SD = Strongly Disagree ("For the most part, no")Planning and PreparationSA A D SD 1. Teachers should be offered guidance in planning andpreparing for instruction, and I feel comfortable in doing so.SA A D SD 2. Good teachers should display solid content knowledge andmake connections with their discipline or with other disciplines.SA A D SD 3. Good teachers should consider the importance of prerequisiteknowledge when introducing new topics.SA A D SD 4. Good teachers actively build on students’ prior knowledge andseek causes for students’ misunderstandings.SA A D SD 5. Good teachers are content knowledgeable, but may needadditional assistance with pedagogical strategies and techniques, and I feelcomfortable providing such assistance.SA A D SD 6. I am familiar with pedagogical strategies and continuallysearch for best practices to share with my teachers.SA A D SD 7. Good teachers know much about the developmental needs oftheir students.SA A D SD 8. Principals are familiar with learning styles and multipleintelligences theories and can help teachers apply them to instructional practice.126
SA A D SD 9. I do not fully recognize the value of understanding teachers’skills and knowledge as a basis for their professional development.SA A D SD 10. Goal setting is critical to teacher success in planning andpreparing, and the principal should offer to collaborate with teachers in this area.SA A D SD 11. I am familiar with curricular and teaching resources to assistteachers.SA A D SD 12. I know I can help teachers develop appropriate learningactivities suitable for students.SA A D SD 13. I can help teachers plan for a variety of meaningful learningactivities matched to school/state instructional goals.SA A D SD 14. I would encourage teachers to use varied instructionalgrouping.SA A D SD 15. I can assist teachers in developing a systematic plan forassessment of student learning.SA A D SD 16. I can provide professional development for teachers inplanning and preparation.The Classroom EnvironmentSA A D SD 1. I realize the importance of classroom management anddiscipline.SA A D SD 2. I expect that teacher interactions with students will begenerally friendly and demonstrate warmth and caring.SA A D SD 3. I expect teachers to develop a system of discipline without myassistance.SA A D SD 4. I will play an active role in monitoring grade/school disciplineplans.SA A D SD 5. I support the classroom teachers in matters of discipline.SA A D SD 6. I always communicate high expectations to all my teachers andemphasize that they are the single most critical element in the classroom.SA A D SD 7. I expect teachers to have a well-established and well-definedsystem of rules and procedures.SA A D SD 8. I expect that teachers are alert to student behavior at all times.SA A D SD 9. I can provide professional development to teachers onclassroom management.SA A D SD 10. As a teacher, I was a competent classroom manager.InstructionSA A D SD 1. I expect that teachers’ directions to students will be clear andnot confusing.SA A D SD 2. My directives to teachers about instruction are clear.127
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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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dialogue and meaningful supervision
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• 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 128 and 129: AppendicesAppendix A: Instructional
Page 130 and 131: Suggested responses:1. To be effect
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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