During Installation staff will determine which of their instructional practices result in effective core instruction and which do not for all and sub-groups of students. Instructional leaders consider both broad measures of academic and behavioral performance as well as disaggregated data to evaluate how groups of students are responding to the instruction being. When less than eighty percent of students needs are being met with core instruction, instructional and teacher leaders come together to determine what must be improved.
They prioritize the elements of instruction that need to improve analyzing effort and fidelity to determine whether to provide additional training or coaching. In some instances staff may have to clearly define the elements of core instruction and the “look for’s” so that all teachers can be clear on how to deliver effective instruction. Students are not likely to benefit yet as installation focuses on resolving challenges to delivering effective core instruction.
During Installation, instructional teams and staff may begin to employ some of these and other practices to improve instruction.
- Lessons which address universal design principals, the gradual release of responsibility model, scaffolding, conceptual teaching, text complexity and depth of knowledge, and integrated content instruction
- Instruction which increases student engagement, motivation, and self-efficacy, and fosters positive dispositions toward learning
- Implementation of effective classroom structures and management, including creating safe and positive learning environments/climate, managing materials and behavior, or managing instructional groups to maximize learning time
- Development of effective teacher and student discourse, including generating and answering quality questions, providing useful feedback, and fostering collaboration
- Utilization of balanced literacy; connecting reading, writing, speaking, viewing, listening, and media literacy; integrating learning across content areas; and teaching all components of effective reading and writing
- Utilization of research-based best practices such as standards-based curriculum design, strategic thinking and specific strategy instruction, matching students to materials, teaching text structures, teaching sentence combining, using graphic organizers, and effective word work
- Matching the needs of diverse learners to materials and instruction, accommodating unique learning needs, cultural differences, and building academic language for all students
- Creation, implementation, and analysis of formal and informal assessments to drive instructional decisions and validate instructional effectiveness