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

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SA A D SD 13. I have a well-defined understanding of how I will assess mystudents after a unit of instruction.The Classroom EnvironmentSA A D SD 1. I realize I sometimes use poor interaction skills with mystudents, such as use of sarcastic or disparaging remarks.SA A D SD 2. My interactions with students are generally friendly anddemonstrate warmth and caring.SA A D SD 3. Students in my class, generally, don’t get along with eachother and conflicts are not uncommon.SA A D SD 4. I convey a negative attitude towards the content suggestingthat the content is mandated by others.SA A D SD 5. I convey a genuine enthusiasm for the subject.SA A D SD 6. Students in my class demonstrate little or no pride in theirwork and don’t perform to the best of their ability.SA A D SD 7. Students meet or exceed my expectations for high qualitywork.SA A D SD 8. I communicate high expectations for all my students.SA A D SD 9. Students in my class are sometimes on-task, but often offtaskbehavior is observed.SA A D SD 10. Transitions in my class occur smoothly, with little loss ofinstructional time.SA A D SD 11. Routines for handling materials and supplies in my class arenot well organized causing loss of instructional time.SA A D SD 12. I pride myself on the well-established system of rules andprocedures in my class.SA A D SD 13. I have difficulty enforcing standards for acceptable conductin my class.SA A D SD 14. I monitor student behavior and I am aware of whatstudents are doing.SA A D SD 15. I am alert to student behavior at all times.SA A D SD 16. My classroom is safe and the furniture arrangements are aresource for learning.InstructionSA A D SD 1. My directions are not clear to students often causingconfusion.SA A D SD 2. My spoken language is often inaudible and unintelligible.SA A D SD 3. My use of questions needs improvement.SA A D SD 4. I mostly lecture (talk) to my students without enoughstudent participation.SA A D SD 5. Only a few students participate in class discussions.132
SA A D SD 6. My ability to communicate content is sound andappropriate.SA A D SD 7. Activities and assignments are inappropriate to students,and don’t engage students intellectually.SA A D SD 8. I am very familiar with grouping strategies to promoteinstruction.SA A D SD 9. I select inappropriate and ineffective instructional materialsand resources.SA A D SD 10. My lessons have little, or no structure and my pacing ofthe lesson is too slow, rushed or both.SA A D SD 11. I rarely provide appropriate feedback to my students.SA A D SD 12. Feedback is consistently provided in a timely manner.SA A D SD 13. I rarely, if ever, rely on the teacher’s manual because I canadjust a lesson appropriate to the needs and level of my students.SA A D SD 14. I often ignore students’ questions or interests.SA A D SD 15. I often blame my student’s for their inability to learn byattributing their lack of success to their background or lack of interest ormotivation.SA A D SD 16. I don’t give up with slow learners and try to encouragethem all the time.SA A D SD 17. I tend to go off on tangents.SA A D SD 18. I ask multiple questions that sometimes confuse students.SA A D SD 19. I use wait time effectively.Professional ResponsibilitiesSA A D SD 1. I have difficulty assessing my effectiveness as a teacher.SA A D SD 2. I am aware of what I need to do in order to become aneffective teacher.SA A D SD 3. I don’t have a system for maintaining information onstudent completion of assignments.SA A D SD 4. I don’t have a system for maintaining information onstudent progress in learning.SA A D SD 5. I rarely encourage parental involvement in my class.SA A D SD 6. I reach out to parents consistently.SA A D SD 7. I collaborate with my colleagues in a cordial andprofessional manner.SA A D SD 8. I often volunteer to participate in school events.SA A D SD 9. I generally avoid becoming involved in school projects.SA A D SD 10. I rarely seek to engage in professional developmentactivities.SA A D SD 11. I am active in serving students.SA A D SD 12. I am not an advocate for student’s rights.133
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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
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to do so. In fact, utilizing in-sch
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greatly to meaningful supervision a
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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 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 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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