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

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20. This is a well managed school. 5 4 3 2 121. There is a clear and rigorous, yet differentiated 5 4 3 2 1academic focus in this school.22. The principal supports new teachers on an 5 4 3 2 1ongoing basis.23. PD is ongoing, collaborative, and useful. 5 4 3 2 124. Teacher evaluation in this school is not very 5 4 3 2 1useful for me as a classroom teacher.25. The school does not have clear goals and 5 4 3 2 1objectives.26. Morale is high in this school. 5 4 3 2 127. Supervisory conferences are meaningful and 5 4 3 2 1helpful.28. I am provided concrete feedback about my 5 4 3 2 1teaching on an ongoing basis.29. This school is a learning community in that all 5 4 3 2 1or most teachers meet to discuss commonproblems.30. The Board is supportive of the school’s5 4 3 2 1instructional program.31. There is opportunity to meet with my5 4 3 2 1supervisor about my teaching practice.32. I have a professional growth plan. 5 4 3 2 133. Ample instructional materials exist to support 5 4 3 2 1my teaching.34. New teachers are supported to manage their 5 4 3 2 1personal and professional time appropriately.35. Release time is provided for PD and additional 5 4 3 2 1training.36. I have a voice in the kind and type of PD we 5 4 3 2 1have in this school.37. Principals frequently visit my classroom to offer 5 4 3 2 1instructional assistance.38. I receive adequate resources to support5 4 3 2 1instruction.39. I usually meet with my supervisor after I am 5 4 3 2 1observed.40. I have an opportunity on occasion to visit my 5 4 3 2 1colleagues as they teach.41. My colleagues and I usually discuss studentrelated problems and issues as part of the5 4 3 2 1136
egular school day.42. There is a genuine concern for teachers and 5 4 3 2 1students in this school43. There is obvious conflict among administrative 5 4 3 2 1and supervisory personnel.44. I am supported by the administration in terms 5 4 3 2 1of student behavior.45. I am often given feedback on what I need to 5 4 3 2 1improve as a teacher.46. The curriculum in this school is written, 5 4 3 2 1discussed, understood, and revised every fewyears.47. All students have access to all curriculum. 5 4 3 2 148. Parents are partners in instruction and are 5 4 3 2 1encouraged to participate in this school.49. We meet as a grade to review student5 4 3 2 1performance data.50. Our supervisor discusses the latest research in 5 4 3 2 1the field of teaching and education.51. Curriculum is mapped and well organized. 5 4 3 2 152. Teachers have high expectations for student 5 4 3 2 1achievement.53. We are provided with the latest research on 5 4 3 2 1assessment.54. Judaic studies and general studies teacher meet 5 4 3 2 1on occasion to discuss common problems.55. There is no homework policy in this school. 5 4 3 2 156. The supervisor does not effectively conduct 5 4 3 2 1classroom observations.57. The principal creates a supportive learning 5 4 3 2 1environment in this school.58. The principal does not demonstrate leadership 5 4 3 2 1skills in the area of instruction.59. The principal is more of a manager and than an 5 4 3 2 1instructional leader.60. Judging teacher competence is a fair process inthis school.5 4 3 2 1137
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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
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Leadership is predicated on the fou
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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 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 144 and 145: Appendix F: Teacher Attitude Questi
Page 146: 41. My colleagues and I usually dis
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