Effective Instruction: Instructional practices are on evidence from a body of high-quality research and on high expectations for all students and include use of appropriate research-based reading and mathematics programs; the school staff has a common understanding of high-quality evidence-based instruction and a system for monitoring instructional practice. 1 2 3 4 (Little Evidence) (Developing) (Providing) (Sustaining) Instructional staff provides students with lessons that 1) are appropriate to their Some aspects of developmental and language proficiency levels, 2) engage them with content and address Very little to no condition in place; academic and social/emotional needs, and 3) promote higher-order thinking. High expectations progress in inconsistent or Student assignments contain rigorous, embedded learning objectives that reflect high implementation expectations; instructional staff ensures students understand the objectives. implementation Instructional staff uses multi-modal pedagogical techniques, as well as a range of Some aspects of instructional tools, technologies, and supplemental materials, to meet the needs of all Very little to no condition in place; learners. (See also CSI VIII, Tiered Instruction.) Differentiated progress in inconsistent or Instruction aligns with student learning needs that have been identified through the use of instruction implementation universal screening and formative assessment. (See also CSE V, Assessment and CSE VIII, implementation Integrated, Tiered Instruction.) supported by Leaders and instructional staff agree on criteria for effective instruction. (See , teacher district policies and Some aspects of rubric.) Criteria focus on pedagogy and content knowledge and, when possible, are based on practices, and Very little to no condition in place; research. Common progress in inconsistent or Teachers engage in ongoing focused discussion and collaborative reflection on instructional understanding implementation practice. (See also CSE VII, PD and Structures for Collaboration.) implementation Effective instruction is modeled for teachers by leaders, coaches, and colleagues. Leaders regularly gather evidence on instructional practice. (See ESE’s Learning Walkthrough Implementation Guide, .) Some aspects of Instructional has opportunities to observe and provide feedback on their colleagues’ Very little to no condition in place; practice. Monitoring practice progress in inconsistent or implementation Leaders regularly analyze evidence of instructional practice along with student achievement, implementation PD, and other data; analysis guides next steps for improvement, including supports for instructional staff. Related ESE Resources: Characteristics of Standards-Based Teaching and Learning - Continuum of Practice: Characteristics of a Standards-Based Mathematics Classroom: Characteristics of a Standards-Based Science Classroom:
Effective Instruction: Instructional practices are on evidence from a body of high-quality research and on high expectations for all students and include use of appropriate research-based reading and mathematics programs; the school staff has a common understanding of high-quality evidence-based instruction and a system for monitoring instructional practice. 1 (Little Evidence) 2 (Developing) 3 (Providing) 4 (Sustaining) High expectations Very little to no progress in implementation Some aspects of condition in place; inconsistent or implementation Instructional staff provides students with lessons that 1) are appropriate to their developmental and language proficiency levels, 2) engage them with content and address academic and social/emotional needs, and 3) promote higher-order thinking. Student assignments contain rigorous, embedded learning objectives that reflect high expectations; instructional staff ensures students understand the objectives. Integrated, supported by district policies and practices, and Differentiated instruction Very little to no progress in implementation Some aspects of condition in place; inconsistent or implementation Instructional staff uses multi-modal pedagogical techniques, as well as a range of instructional tools, technologies, and supplemental materials, to meet the needs of all learners. (See also CSI VIII, Tiered Instruction.) Instruction aligns with student learning needs that have been identified through the use of universal screening and formative assessment. (See also CSE V, Assessment and CSE VIII, Tiered Instruction.) Common understanding Very little to no progress in implementation Some aspects of condition in place; inconsistent or implementation Leaders and instructional staff agree on criteria for effective instruction. (See , teacher rubric.) Criteria focus on pedagogy and content knowledge and, when possible, are based on research. Teachers engage in ongoing focused discussion and collaborative reflection on instructional practice. (See also CSE VII, PD and Structures for Collaboration.) Effective instruction is modeled for teachers by leaders, coaches, and colleagues. Monitoring practice Very little to no progress in implementation Some aspects of condition in place; inconsistent or implementation Leaders regularly gather evidence on instructional practice. (See ESE’s Learning Walkthrough Implementation Guide, .) Instructional has opportunities to observe and provide feedback on their colleagues’ practice. Leaders regularly analyze evidence of instructional practice along with student achievement, PD, and other data; analysis guides next steps for improvement, including supports for instructional staff. Related ESE Resources: Characteristics of Standards-Based Teaching and Learning - Continuum of Practice: Characteristics of a Standards-Based Mathematics Classroom: Characteristics of a Standards-Based Science Classroom:
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