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Developing A Successful Instructional Improvement Plan

809 words - 4 pages

Every school has campus goals that they wish to thrive at even if they are short term or long term goals. One of those constant goals is instructional improvement. Instructional improvement is defined as helping teachers acquire teaching strategies consistent with instructional goals that increase the capabilities of students to make wise decisions in varying contexts (with regard to peers, adults, academics, and life) (Glickman, Gordon, & Ross-Gordon, 2010).
There are constant needs to improve classroom instruction. Instruction is defined as interactions among teachers, students and content, in environments (Cohen, Dewey, Ball, & Thurnau, 2000). The interactions occur in such varied ...view middle of the document...

Although school leaders generally recognize the importance of rigor, many are not thoroughly and accurately measuring, monitoring and encouraging it. Too often, rigor is a vague concept that means instruction is hard, tough and sometimes boring. Schools may adopt standards that ask students to learn at high levels, but classroom assignments need to match the standards (Southern Regional Education Board).
The assessments best suited to guide improvements in student learning are the quizzes, tests, writing assignments, and other assessments that teachers administer on a regular basis in their classrooms (Guskey, 2003). Teachers trust the results from these assessments because of their direct relation to classroom instructional goals (Guskey, 2003). Plus, results are immediate and easy to analyze at the individual student level (Guskey, 2003). To use classroom assessments to make improvements, however, teachers must change both their view of assessments and their interpretation of results (Guskey, 2003). Specifically, they need to see their assessments as an integral part of the instruction process and as crucial for helping students to learn (Guskey, 2003).
Furthermore, student assessment results and other information are important to tailor professional development opportunities to the specific needs of individual teachers (Peurach, Glazer, & Karen, 2004). To be effective, professional development must provide teachers with a way to directly apply what they learn to their teaching (Southern Poverty Law Center). Research shows that professional development leads to better instruction and improved student learning when it...

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