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Total Instructional Alignment
Transcript of Total Instructional Alignment
2. Marzano, R. J. & Heflebower, T. (2011). Grades that show what students know. (3), 34-39. Retrieved from Professional Development Collection database. (66901498)
3. Reeves, D. B. (2007). Leading to change: Making strategic planning work. (4), 86-87. Retrieved from http://www.leadandlearn.com/sites/default/files/articles/december2007-january2008.makingstrategicplanningwork.pdf
4. Schmoker, M. (2012). Refocus professional development. (6), 68-69. Retrieved from Professional Development Collection database. (73317467)
5. Wiggins, T. & McTighe, J. (2008). Put understanding first. (8), 36-41. Retrieved from Professional Development Collection database. (32135634) 1. Microsoft Online Clip Art Gallery. (2013). Retrieved from http://office.microsoft.com/en-us/images Introduction What is it? Why is it important? Total Instructional Alignment is the organization of the system, standards, curriculum, instructional strategies, and assessments that provides a consistent and coordinated educational experience for students. How does it work? Total Instructional Alignment provides students with a coherent learning environment constructed upon grade-level and subject-level standards. The process for Total Instructional Alignment involves several key components. Explanations from leading researchers in the education field are found in the subsequent sections of this presentation. Wiggins & McTighe (2008) Assessment Systems Marzano & Heflebower (2011) Professional Development Schmoker (2012) Strategic Planning Reeves (2007) Conclusion How will this benefit my school? The students will increase their performance scores and college readiness because their learning experience will include an organized, standards-based education. Where do I begin with implementation? Start with small changes, such as working with your principal to arrange weekly grade-level meetings at your school. During these meetings, discuss current curriculum, teaching materials, assessment methods, student needs, etc. Also, work together to plan future lessons, projects, tests, and more. As time progresses, continue implementing new phases of the process. Before you know it, your school district will be fully aligned and much improved! In working with the process of Total Instructional Alignment, the principal should focus on collaboration with teachers instead of observations. The principal should facilitate grade-level or subject-level teams of teachers with resources, time, training, and guidance as they discuss standards, curriculum, instruction, assessments, student needs, and more in their weekly meetings. The principal should also monitor the process to make sure teachers are aligning materials with appropriate standards for their students. Although the principal will likely not meet with every team each week, he/she can still be a valuable instructional leader by interacting with teachers to promote student learning as opposed to observing teachers to see what has been taught. Summary: Dufour & Marzano (2009) Conclusion #1: Dufour & Marzano (2009) The principal should collaborate with teams of teachers to provide additional resources, ensure consistent implementation, and facilitate vertical and horizontal alignment. Wiggins & McTighe (2008) Wiggins & McTighe (2008) Summary: Clear instructional strategies are very important to Total Instructional Alignment. When determining instructional strategies, teachers should put student understanding first. Teachers should also collaborate to make sure their strategies align together with the standards, curriculum, and assessments. In addition to learning new skills, students need to be able to comprehend and apply them. To help with these skills, teachers should directly instruct, facilitate, and coach the students as they learn them. A sample unit would involve introducing the topic, providing questions and goals, instructing directly, assigning practice, offering extra help, using application tasks, leading discussions, providing group work, reviewing materials, completing final applications, and reflecting on the unit. All teachers in a school should align their instructional strategies so that they are teaching for understanding as opposed to just knowledge acquisition. Teachers of an identical subject or grade level should collaborate on activities and lesson plans that promote student understanding. With Total Instructional Alignment, schools need assessment systems that provide thorough feedback to students. Currently, numerous schools calculate grades based on average points or percentages that may or may not factor in behavior, tardies, absences, etc. Therefore, true student understanding of materials will not be clear. To provide more accurate feedback, teachers should first replace the overall grade with a chart detailing the mastery of standards. Second, if teachers are not able to eliminate the overall grade, then they should include the chart detailing the mastery of standards alongside it. Third, teachers should use a diverse range of standards-based assessments that are similar among identical grade-level teachers. Fourth, students should be able to continue working toward mastery of standards from previous grading terms. Summary: Assessment Systems Marzano & Heflebower (2011) Conclusion #1: When reporting grades, teachers should focus on mastery of standards as opposed to average grades. Assessment Systems Marzano & Heflebower (2011) Conclusion #2: Aligned assessment systems will provide more accurate representations of student performance. Summary: Professional development is another important component of Total Instructional Alignment. Many programs are not providing teachers the tools needed to effectively improve student learning. Instead of focusing on popular trends or fast fixes that may not be evidence-based, teachers need sessions on how to work together to align and implement standards, curriculum, lesson plans, instructional strategies, assessments, and expectations to best fit the needs of their students. Teachers also need adequate time to work through and evaluate each part the process. Professional Development Schmoker (2012) Conclusion #1: To effectively work with Total Instructional Alignment, teachers need professional development sessions that explain how to implement each part of the process. Professional Development Schmoker (2012) Conclusion #2: Schools should provide teachers time to work together in teams in order to vertically and horizontally align curriculum, instruction, assessments, etc. Strategic planning is critical to the success of Total Instructional Alignment. Schools can establish numerous plans to improve student performance, but if these plans are too complicated or are ignored, then they will not be effective. School plans need to focus on data monitoring, teacher evaluations, and student expectations. With monitoring, schools should analyze student achievement scores, teaching methods, and leadership roles at least once per month. With evaluation, schools should frequently assess which teaching methods are working and which ones should be altered. With expectations, schools should focus on teaching and leadership as opposed to demographic information. When creating these plans, schools should use coherent and clear one-page documents that include goals and actions that are easy to implement. Summary: Strategic Planning Reeves (2007) Conclusion #1: Strategic planning allows schools to effectively monitor the Total Instructional Alignment process to ensure that all components are continuing to be congruent. Strategic Planning Reeves (2007) Conclusion #2: Strategic planning will improve student performance due to better aligned standards, curriculum, instruction, assessments, and more. Educational Leadership, 66 Educational Leadership, 69 Educational Leadership, 65 Phi Delta Kappan, 93 Educational Leadership, 65