3. In observed elementary school classrooms, review team members found a high incidence of many characteristics of high-quality standards-based teaching. The team observed 86 classes throughout the district: 22 at the high school, 16 at the middle school, and 48 at the 5 elementary schools. The team observed 42 ELA classes, 29 mathematics classes, 9 science classes, and 6 in other subject areas. The observations were approximately 20 minutes in length. All review team members collected data using ESE’s instructional inventory, a tool for recording observed characteristics of standards-based teaching. The instructional inventory includes three areas of focus: Learning Objectives and Instruction; Student Engagement & Critical Thinking; and Differentiated Instruction & Classroom Culture. Observational data is compiled for each area of focus and by Gloucester’s grade levels---elementary, middle, and high school. The data is presented in Appendix C. A. In observed elementary lessons, review team members found a high incidence of effective practices related to matching instructional strategies to lesson objectives. 1. In 88 percent of visited elementary classrooms observers saw teachers who demonstrated knowledge of subject matter by engaging most students in learning experiences that enabled the students to acquire complex knowledge and skills (43 percent strong evidence; 45 percent moderate evidence). For example, in a grade 4 mathematics class, students worked in pairs to develop a graphic model of an equation in order to visualize math concepts. 2. In 66 percent of observed elementary lessons, lessons reflected high expectations linked to the learning objectives (27 percent strong evidence; 39 percent moderate evidence). a. In a grade 3 ELA lesson, the teacher asked the students to explain the learning objective to the class, prompting them to describe the difference between providing information using general versus specific ideas and the use of opinion versus fact. 3. In 76 percent of visited elementary classrooms, observers found teachers using instructional strategies well matched to the learning objectives (33 percent strong evidence; 43 percent moderate evidence). a. In a kindergarten literacy lesson, after the teacher read a picture book, students talked to each other in pairs about their experiences looking closely at nature. b. In a grade 4 writing lesson, the class was introduced to the task of writing an “elaborate narrative describing a critical character” by responding to multiple questions about pictures of snakes. B. Review team members observed a high incidence of high-quality instructional practices related to student engagement and critical thinking in elementary classrooms.
3. In observed elementary school classrooms, review team members found a high incidence of many characteristics of high-quality standards-based teaching. The team observed 86 classes throughout the district: 22 at the high school, 16 at the middle school, and 48 at the 5 elementary schools. The team observed 42 ELA classes, 29 mathematics classes, 9 science classes, and 6 in other subject areas. The observations were approximately 20 minutes in length. All review team members collected data using ESE’s instructional inventory, a tool for recording observed characteristics of standards-based teaching. The instructional inventory includes three areas of focus: Learning Objectives and Instruction; Student Engagement & Critical Thinking; and Differentiated Instruction & Classroom Culture. Observational data is compiled for each area of focus and by Gloucester’s grade levels---elementary, middle, and high school. The data is presented in Appendix C. A. In observed elementary lessons, review team members found a high incidence of effective practices related to matching instructional strategies to lesson objectives. 1. In 88 percent of visited elementary classrooms observers saw teachers who demonstrated knowledge of subject matter by engaging most students in learning experiences that enabled the students to acquire complex knowledge and skills (43 percent strong evidence; 45 percent moderate evidence). For example, in a grade 4 mathematics class, students worked in pairs to develop a graphic model of an equation in order to visualize math concepts. 2. In 66 percent of observed elementary lessons, lessons reflected high expectations linked to the learning objectives (27 percent strong evidence; 39 percent moderate evidence). a. In a grade 3 ELA lesson, the teacher asked the students to explain the learning objective to the class, prompting them to describe the difference between providing information using general versus specific ideas and the use of opinion versus fact. 3. In 76 percent of visited elementary classrooms, observers found teachers using instructional strategies well matched to the learning objectives (33 percent strong evidence; 43 percent moderate evidence). a. In a kindergarten literacy lesson, after the teacher read a picture book, students talked to each other in pairs about their experiences looking closely at nature. b. In a grade 4 writing lesson, the class was introduced to the task of writing an “elaborate narrative describing a critical character” by responding to multiple questions about pictures of snakes. B. Review team members observed a high incidence of high-quality instructional practices related to student engagement and critical thinking in elementary classrooms.
gloucester-public-schools-district-review-report-2016.docx