Facilitating High-Quality Instructional Practice - Preview

Facilitating High-Quality Instructional Practice

This module identifies specific elements of educational strategies that leadership teams can use to support improved instructional practice.

This module aligns with:

  • Ohio's Leadership Development Framework, Area 3: Instruction and the Learning Process
  • Ohio Improvement Process: Stage 2 and Stage 3

Receiving Credit for this Module

The Ohio Leadership Advisory Council offers educators credit and contact hours for OLAC work. Teachers, principals, and superintendents who are working toward license renewal can receive university credit for completing OLAC modules from a number of Ohio universities. Pre-approval is required. For estimated contact hours for credit or to learn more about receiving credit for OLAC work, visit the Credit Corner.

Video Transcript

Cathy Lassiter, Executive Director of Middle Schools-Norfolk, Virginia Public Schools

Hello, my name is Cathy Lassiter, Executive Director of Middle Schools in the Norfolk Public Schools System; winner of the 2005 Broad Prize for Urban Education. I am proud to introduce the next module entitled "Instruction and the Learning Process."

In Norfolk, we have aligned central system support to improving learning in the classroom. Instruction is monitored constantly and feedback is provided frequently to teachers for improvement. This is also true in the process outlined the in the OLAC process for district and building leadership teams as part of a system wide alignment on improved instruction and learning. The essential practice for districts focus on one: ensuring the delivery of high quality instruction that is research based, engaging and culturally responsive in all classrooms. Two, monitoring the implementation of best practices and three, monitoring student achievement to determine if instruction is working for all students.

The state of Ohio is on the right track as indicated by Robert Marzano in his article, Getting Serious about School Reform. He writes about the positive impact on learning when schools and districts have a shared understanding and expectation of quality instruction for all students. Specifically Marzano says that districts should one; develop a model of instructional improvement. Two, encourage action research as in the book by Dr. Douglas Reeves entitled, Reframing Teacher Leadership. Three facilitate teacher interaction around practice and provide time to observe master teachers.

In this module participants will engage in research on effective teaching from Marzano in classroom instruction networks and strong qualities of effective teachers. Viewers will see video clips of Ohio teachers discussing and engaging in effective teaching practices.

Finally high quality teaching is the most important variable in improving student achievement. It is essential that teachers understand and employ effective strategies everyday for all students, and that they use data to monitor their successes. Also critically important that they entire support this effort. In closing, I'd like to wish you the best with this ground breaking work in Ohio and I hope you enjoy this module.

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This module features videos, pre- and post-assesments, and questions for discussion.

Number of content pages: 15

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