The school's instructional program actively engages all students by using effective, varied, and research-based practices to improve student academic performance.
Performance Expectation:
The school leader recognizes and encourages implementation of instructional practices that best motivate and increase student achievement.
Indicators for this Standard:
3.1a - Varied instructional strategies used in all classrooms
There is evidence that effective and varied instructional strategies are used in all classrooms.
3.1b - Instructional strategies/activities aligned with goals
Instructional strategies and learning activities are aligned with the district, school, and state learning goals and assessment expectations for student learning.
3.1c - Strategies monitored/aligned to address learning styles
Instructional strategies and activities are consistently monitored and aligned with the changing needs of a diverse student population to ensure various learning approaches and learning styles are addressed.
3.1d - Teachers demonstrate content knowledge
Teachers demonstrate the content knowledge necessary to challenge and motivate students to high levels of learning.
3.1e - Teachers incorporate technology in classrooms
There is evidence that teachers incorporate the use of technology in their classroom.
3.1f - Sufficient resources available
Instructional resources are sufficient to effectively deliver the curriculum.
3.1g - Teacher collaboration to review student work
Teachers examine and discuss student work collaboratively and use this information to inform their practice.
3.1h - Homework is frequent, monitored and tied to instructional practice
There is evidence that homework is frequent and monitored and tied to instructional practice.
Key Relationships with Other State and National Standards:
Kentucky's Standards and Indicators for School Improvement
Standard 7: Leadership - School/district instructional decisions focus on support for teaching and learning, organizational direction, high performance expectations, creating a learning culture, and developing leadership capacity.
Interstate School Leaders Licensure Consortium (ISLLC)
Standard 1: A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.
North Central Regional Technology in Education Consortium
National Technology Standard for School Administrators:
Standard II: Educational leaders ensure that curricular design, instructional strategies, and learning environments integrate appropriate technologies to maximize learning and teaching.
Resources and Activities for this Standard:
Although there are many resources available for the individual school leader, the partners of this leadership initiative recommend that the following resources be explored:
Books:
What Works in Classroom Instruction (MCREL),
by Robert J. Marzano, Barbara B. Gaddy, and Ceri Dean
Best Practice, by Steven Zemelman, Arthur A. Hyde, and Harvey Daniels
Differentiated Instruction, by Carol Ann Tomlinson
Boys and Girls Learn Differently, by Michael Gurian
Professional Learning Communities at Work,
by Robert Eaker and Richard DuFour
Developing Minds: A Resource for Teaching Thinking, by Arthur L. Costa
In Search for Understanding the Case for Constructivist Classrooms,
by Jacqueline Grennon Brooks and Martin G. Brooks
Methods That Matter, by Harvey Daniels and Marilyn Bizar
Powerful Learning, by Ron Brandt
Sharing Thinking Strategies, by Joni Langrehr
So Each May Learn,
by Harvey F. Silver, Richard W. Strong, and Matthew J. Perini
Teaching What Matters Most,
by Harvey F. Silver, Richard W. Strong, and Matthew J. Perini
KDE Resources:
Standards Based Unit Development
The planning process for units of study described in this manual can be used to develop any unit of study, regardless of grade level, content area, or level of integration. The key to this process is first to identify what students are to know and be able to do at the end of the unit. The next major step is to plan for the demonstration of student learning, and finally, for the delivery of instruction.
KDE eSource
Examples of topics in this collection include: African American, Asian, Native American, and Latino History & Culture; Civil and Human Rights Materials; Gender and Cultural Sensitivity Information; Violence Prevention Information; Lesson Planning and Curriculum Tools, Implementation Strategies, and Techniques and Disability Information.
The Standards and Indicators for School Improvement (SISI)
The Standards and Indicators for School Improvement define the elements of whole school improvement that schools can put into effect at the elementary, middle and high school levels in order to produce desired learning results.
Student Performance Standards
In June, 2001, the Kentucky Board of Education accepted new performance standards that resulted from a comprehensive process involving more than 1,600 Kentucky teachers, various advisory groups, and which provided for public input. These new standards set the stage for the work that lies ahead of Kentucky's educators: To improve the academic achievement of all our students.
Technology Standard for Administrators
A team of Kentucky educators has drafted a technology standard for school leaders (Standard 7) to help guide certification programs and individual growth plans. It lists what P-12 administrators should know and be able to do to maximize the effective use of technology in districts and schools.
Technology Standard for Teachers
Standard for proficiency in technology are contained in Standard Ten of Kentucky's Teacher Standards.
Contacts:
The Association for Supervision and Curriculum Development (ASCD)
ASCD Home Page