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

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curriculum? Schools, in my view, too often merely pay lip-service tomeeting student needs. Successful schools, according to research, areones in which students’ learning needs are paramount (Darling-Hammond, 2008).Best Practice #3: Understand and Apply the Use of the Tyler and UbDmodels of CurriculumIn working with teachers to plan for teaching and learning,several curriculum models may serve as guides. One of the mosthelpful curriculum development models for teachers to easilyimplement is the one developed by Ralph Tyler (1949). His model ispractical in the sense that principals can work with teachers toestablish curriculum goals that can then be translated intoinstructional objectives. Through curriculum development, teachersidentify learning activities to provide students with meaningfullearning experiences.Widely known as the Tyler Rationale, this useful model identifiesfour steps in curriculum development:1) What educational purposes should the school seek to attain?2) What educational experiences can be provided that are likelyto attain these purposes?3) How can these educational experiences be effectivelyorganized?4) How can we determine whether these purposes are beingattained?Tyler advocated detailed attention to these four questions indeveloping curriculum. The basic idea to keep in mind about Tyler'smodel is that four steps are involved whenever curriculum isdeveloped:(a) First, state objectives. According to Tyler, objectives must bestated in behavioral terms so that teachers can assess theextent of student learning. For example, the teacher may statethat the “student will be able to identify 4 or 5 reasons whythe civil war started.” Therefore, if the student can onlyidentify two reasons, teachers know that student has not60
achieved the objective and needs additional work. Second,select learning activities.(b) After objectives are articulated, select meaningfully relevantactivities to help students accomplish the stated objectives.These learning activities should relate to the developmentalstage of the student and should consider student needs andinterests. Providing learning activities that motivate studentsis critical.(c) Third, organize the learning activities. Learning activitiesshould be concrete and sequential (i.e., one builds on theother). Learning experiences also must be well- integratedaccording to Tyler. That is, they should relate to each other sothat students see some rhyme and reason to them and to howthey relate to the objectives.(d) Fourth, develop a means of evaluation. Teachers shoulddevelop performance measures to determine the extent ofstudent learning. These may take the form of traditionaltesting (e.g., objectives tests) or alternate forms of assessment,although Tyler focused more on traditional means ofevaluation. Tyler’s model is predicated on a particular view ofteaching and learning. According to Tylerian pedagogy,teaching is often conceived as a systematic or organizedprocess in which outcomes are readily discernible, evenmeasurable. Although some scholars have criticized Tyler’snarrow view of teaching, curriculum, and assessment (see,e.g., Kliebard, 1975; Walker, 2003), his model remains a goodand practical starting point.Another prominent curriculum model is Understanding by Design(UbD) (Wiggins & McTighe, 2005). UbD is a backward curricular orunit design model that focuses on clear identification of the desiredlearning outcomes before planning the teaching process. It “beginswith the end in mind” (Covey, 2004, p. 95) by requiring teachers toidentify the big ideas, enduring understandings and essentialquestions that are found in the unit. Subsequent to that, the teacheralso decides on the skills and knowledge that the student should beable to do and know at the conclusion of the unit. Once all the61
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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
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 64 and 65: Research-Based Teaching Practices i
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
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
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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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