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Standard 3 - Academic Performance - Instruction

Published: 10/16/2012 1:29 PM

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 - There is evidence that effective and varied instructional strategies are used in all classrooms
3.1b - Instructional strategies and learning activities are aligned with the district, school, and state learning goals and assessment expectations for student learning
3.1c - 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 the content knowledge necessary to challenge and motivate students to high levels of learning
3.1e - There is evidence that teachers incorporate the use of technology in their classroom
3.1f - Instructional resources are sufficient to effectively deliver the curriculum
3.1g - Teachers examine and discuss student work collaboratively and use this information to inform their practice
3.1h - There is evidence that homework is frequent and monitored and tied to instructional practice

​Suggested reading resources relative to Standard 3:

Armstrong, T. (2003). The Multiple Intelligences of Reading and Writing: Making the Words Come Alive

Barr, R. & Parrett, W.H. (2007). The Kids Left Behind: Catching Up the Underachieving Children of Poverty

Fullan, M.G., Hill, P. & Crevola, C. (2006). Breakthrough

Gay, G, and Banks, J. A. (2000). Culturally Responsive Teaching: Theory, Research and Practice

Gurian, M. & Ballew, A. C. (2003). The Boys and Girls Learn Differently Action Guide for Teachers

Marzano, R. J., Pickering, D. J., Norford, J. S., Paynter, D. E. & Gaddy, B. B. (2001).  A Handbook for Classroom Instruction that Works

Payne, R. (1998). A Framework for Understanding Poverty

Tomlinson, C. A. (1999). The Differentiated Classroom: Responding to the Needs of All Learners

Wolfe, P. (2001). Brain Matters: Translating Research into Classroom Practice

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​Susan Allred
Next-Generation Schools and Districts
500 Mero Street, 8th Floor CPT
Frankfort, KY 40601
(502) 564-5130
Fax (502) 564-8149