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

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learning objectives have been identified, the teacher still does notbegin to plan the lessons. The next step in the model is to developassessments by determining what would be considered appropriateevidence of the student’s understanding and attainment of the desiredresults. The teacher uses this information to create both formative andsummative assessments some of which include performance tasks andproducts. Only then does the teacher begin to plan the lessons anddetermine what learning experiences and teaching will lead to thepredetermined desired results.This type of unit planning avoids the content-focus designfollowed by many teachers who just “throw some content andactivities” (Wiggins & McTighe, 2005, p. 15) together without a clearsense of the learning objectives. It also eliminates learning activitiesthat are not oriented toward the goals and have no purpose. Incontent-focus design the lessons are not framed in big ideas andunderstandings and students are left without a deep understanding ofwhat they are learning because facts remain isolated bits ofinformation that are forgotten as quickly as they are learned. When ateacher uses UbD, a student makes connections between discrete facts,creating a whole picture which then allows him to make sense andreally understand what he has learned. As part of that understandinghe is also able to “transfer … and to apply the knowledge and skillseffectively in realistic tasks and settings” (Wiggins & McTighe, 2005,p. 7).Best Practice #4: Implement a Curriculum Development ProcessPrincipals can facilitate three key curriculum development stepsfor teachers, which are the same steps used for all lesson planning.1) Planning for teaching and learning2) Implementing the plan3) Assessing teaching and learningAccording to Beach and Reinhartz (2000), “These three stepsprovide a framework for supervisors to use in working with teachersin groups or individually as they develop a blueprint for teaching andlearning in classrooms and schools” (p. 199). Figure 4 (p. 199)illustrates the three steps of the curriculum development process. The62
steps are cyclical as the process begins and ends with planning. Unitsor lessons are modified and improved through this process.Figure 4Operationalizing the Steps in Developing the CurriculumStep 1Planning for Teaching and LearningA. Determine prior knowledge and skillsB. Establish instructional results/proficienciesC. Review instruction resources and materialsPrepare and Move toNext Lesson/UnitMasteryModifyUnit/LessonNonmasteryReteach bychangingstrategiesand activitiesStep 2Implementing the PlanTeach lessonA. Use teaching strategiesand activitiesB. Model and provideinputC. Monitor studentStep 3Assessing Teaching and LearningA. Conduct formative and summative assessmentB. Analyze student performance dataC. Determine level of achievement (mastery andnonmastery)63
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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
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 66 and 67: curriculum? Schools, in my view, to
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
Page 116 and 117: 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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