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

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Research-Based Teaching Practices in Curriculum• Understand the Curriculum Development Process –involvesanalysis, design, implementation, and evaluation of educationalexperiences in a school in order to establish goals, planexperiences, select content, and assess outcomes of schoolprograms (Wiles & Bondi, 1998, p. 12).• Tripod View of Curriculum –involves three ways of conceivingcurriculum; based on the needs of the learner, needs of society, orthe knowledge base.• Two Curriculum Models - The Tyler Rationale involves four stepsto consider in developing curriculum. Understanding by Design(UbD) has become the most popular approach to curriculumdesign over the past fifteen years.• Planning, Implementing, and Assessing Teaching and Learning -involves a three step curriculum developmental framework.• Designing Quality Curriculum –involves three guidelines offeredby Glatthorn (2000a) for designing quality curriculum.Best Practice #1: Be Collaboratively Involved in CurriculumLeadershipCurriculum development is a dynamic, interactive, and complexprocess that serves as the foundation for good teaching practice.School instructional leaders must be actively involved in curriculumleadership. Engaging teachers in helping develop, monitor, and assesscurriculum is best practice (Davis & Krajcik, 2005; Remillard, 2000;Slattery, 2006).Principals, for instance, play a key role in engaging teachers indiscussion about curriculum. They can ask, “What is curriculum?” and“How can we take ownership of what is taught?” In doing so, theyencourage teachers to become stakeholders in curriculumdevelopment so that they can enrich the educational lives of theirstudents through meaningful and relevant pedagogy. Moreover,effective educators set aside school time for curriculum-baseddiscussions and allow teachers to creatively develop new curricula.The curriculum is not in the textbooks, not in worksheets, and not in58
work devised by administrators. Curriculum development is anongoing, collaborative process to find new and better ways to matchcontent to students’ abilities, interests, and aspirations.Best Practice # 2: Understand and use the Tripod View of CurriculumA key ingredient to empower teachers to think about curriculumas an engaging instructional process is to help them explore theirbeliefs and values of education itself. Principals can ask their teachers“Where should our emphasis be placed when developing curriculumfor our students, on knowledge itself, on the learner, or on whatsociety deems most important?”The “Tripod View of Curriculum” (Figure 3) is important to uncoverfundamental beliefs of teachers and others in designing anddeveloping curricula.Figure 3The Tripod View of CurriculumKnowledgeLearnerSocietyFigure 3 depicts three emphases or sources in thinking aboutcurriculum: subject matter (knowledge) considerations, learners’needs, or society’s (community’s) values. Teachers may be asked todiscuss is “knowledge” or subject matter most essential? In otherwords, should instruction be guided by subject matter considerationsrather than by societal (communal) or learner needs? Should theneeds of learners play the most prominent role in designing59
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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
Page 14 and 15: Sartoris, DiPrima Bickel, & Garnier
Page 16 and 17: grade conferences, etc., effective
Page 18 and 19: school’s teaching practices, the
Page 20 and 21: een made in the areas of science an
Page 22 and 23: learning is more likely to occur th
Page 24 and 25: content, and the need to ensure tha
Page 26 and 27: pattern.] I didn’t really realize
Page 28 and 29: constraints, increase in administra
Page 30 and 31: The Transformational Change Project
Page 32 and 33: that are not strategic, but episodi
Page 34 and 35: my personal involvement in work wit
Page 36 and 37: schools to even greater levels of s
Page 38 and 39: was: “Well, you know, finding tim
Page 40 and 41: called direct teaching), although e
Page 42 and 43: surprised when no one can answer
Page 44 and 45: RecommendationsI. Teaching1. Teache
Page 46 and 47: standards,” a significant opportu
Page 48 and 49: decide on an area or theme they’d
Page 50 and 51: • Reflective journaling - Another
Page 52 and 53: 3. Deep instructional improvement v
Page 54 and 55: Instructional leadership is about e
Page 56 and 57: 76). Teachers who employ instructio
Page 58 and 59: short answers to two questions. The
Page 60 and 61: may become involved in cooperative
Page 62 and 63: utilized within a differentiated le
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
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Page 82 and 83: to do so. In fact, utilizing in-sch
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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
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Marzano, R. J., & Brown, J. L. (200
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Popham, W. J. (2008a). Classroom as
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Shapira-Lishchinsky, O. (2009). Isr
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Tschannen-Moran, M., & McMaster, P.
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Annotated Works on Instructional Le
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This volume is an inspiring introdu
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you want to learn how to teach stud
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AppendicesAppendix A: Instructional
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Suggested responses:1. To be effect
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Appendix C: Assessing Your Role as
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SA A D SD 3. My spoken language as
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Domain 2: The Classroom Environment
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SA A D SD 13. I have a well-defined
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SA A D SD 13. I rarely desire to se
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20. This is a well managed school.
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Appendix F: Teacher Attitude Questi
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41. My colleagues and I usually dis
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