/Microsoft UAM Volume/Agassiz World Site Backup/awbestpractices.html
 

 

 

 

 

 

 

  

 

 

 

 

 

 

Essential 4: Learn and Use Best Teaching Practices
 

 

 

Essential 4:

Learn and Use Best Teaching Practices

The fourth essential element for Whole School Improvement is to learn the best teaching practices of other educators and use them in daily classroom instruction.

 

  

 

Key Activities in accomplishing this task:

  1. visit successful schools with a similar instructional focus
  2. set up study groups - grade level, content area, cross-grade
  3. develop teacher-in-residence programs
  4. work with content coaches
  5. participate in Institute for Learning activities
  6. work with nationally recognized experts in school reform, including experts in scheduling and school organization
  7. join principal and headmaster networks focused on improving instruction
  8. offer presentations by teacher-practitioners
  9. examine specific instructional models
  10. develop a coherent curriculum based on standards

     

 

 
 

What should be seen in the school and classroom:

  1. teachers trying out new practices
  2. "active" teaching in every classroom
  3. students working towards Citywide Learning Standards
  4. teachers visiting each other's classroom
  5. students working independently and together in classrooms
  6. students using reading and writing to learn
  7. principals spending 50% of their time in classrooms to observe learning and assist teachers with improving performance
  8. reorganized middle and high schools
  9. instructional practices that reflect respect for student's social contexts
  10. students using technology to access effective curricula and resources
  11. cluster leaders organizing school visits to observe best practices
  12. elimination of low-level tracks and courses

     

 

 

 

 

Agassiz Self Assessment Summary:

How are we succeeding in implementing Essential 4: Learning and Using Best Teaching Practices?

 

We assess our progress in implementation of the Fourth Essential: Learning and Using Best Teaching Practices, as:

Phase 2 - Implementation (Close to Phase 3: Ongoing Improvement)

on the Whole School Improvement continuum.

The following evidence was used to determine this marking:

Literacy

  • Success for All component level meetings take place every two weeks and teachers share effective strategies.
  • Meetings are hosted in different classrooms to give teachers an opportunity to share the way they have designed their physical environment that is so critical to an effective SFA program. They also highlight a particular practice that is working well in the program.
  • New SFA teachers make observations in classrooms of more experienced teachers.
  • "Imported" best practices from SFA Conferences and the onsite sharing of best practices by the SFA Implementation trainers enrich the teachers' repertoire.
  • The SFA Facilitator will model lessons or part of lessons to share a best approach.

Our goals for moving to the next phase

Literacy

  • The bi-weekly sharing of best practices in SFA classrooms will now focus on the skill that is being taught across the school (there is a schedule of skills to be taught during SFA, eg. cause and effect, sequencing.)
  • Document these practices and share with Boston SFA schools' network.
  • The school's SFA goals will be addressed via examining our best practices, one means of attaining our goal. As an example, how to improve the higher order questioning of students during the SFA period, what strategies to use.
  • Development and implementation of strategies that address the needs of SFA students in Level 1 will be a priority.
  • Success for All "Meaningful Sentences" to be shared via posting them on the intranet for other teachers' use. By October 2000.
  • New SFA teachers will continue to visit the classrooms of more experienced SFA teachers. Visits will start in October, 2000.
  • Establish a schedule, by October 2000, for veteran SFA teachers to visit each other's classrooms.
  • Literacy Specialist will use weekly meetings with 3rd grade teachers to elicit and share strategies that address Level 1 student needs.
  • Literacy Specialist will use data from Reading Excellence assessments, LASW information and teachers' own observations to point out "best practices" that would be effective in targeting students' weaknesses. By November 2000 when all READ assessments will be completed.
  • Literacy Specialist, along with the SFA Facilitator, will also work with Grades K, 1 and 2 to address any Level 1 situations.

     

Math

  • The Math Specialist will continue to model lessons for 3rd grade teachers involving established best practices and addressing grade level or classroom specific learning needs.
  • The Math Specialist will use the weekly meetings with the 3rd grade teachers to review, highlight and reflect on how these practices have improved student achievement.
  • Coverage will be provided for teachers to visit each other's classrooms to make peer observations during the implementation of the TERC Investigations curriculum and the implementation of the Developing Mathematical Ideas pedagogy. Starting in December 2000.
  • Dr. Sharma's professional development plan will also focus on sharing best practices collected over the years.

     All teachers will be invited to reflect on Best Practices via the use of the book The Skillful Teacher. Particular attention will be paid to the Chapter on Clarity. This information will be made available via the intranet by October 2000.

     

 
 

Essential 5