Instructional Framework

The purpose of this page is to create coherence and provide clarity on how District 6 will provide instruction to our students. Teacher evaluation models detail dozens of strategies and practices that teachers should know and be able to implement. With every new educational book, newsletter, journal article, webinar, course or professional development session, teachers learn more approaches to instruction and how they can be used to support students' learning. With so many pieces in the "education puzzle", teachers can easily become overwhelmed ,overloaded with information, and fragmented in their efforts. The solution to this challenge lies in utilizing an instructional framework that:

Defines quality learning elements in the flassroom
Articulates the instructional system and provides coherence
Guides the work of teachers and staff
Provides a tool for self-reflection for teachers' instruction for continuous improvement

Environment

Climate and Culture
Physical Environment
Rules, Routines and Procedures

Education

Standards and Learning Targets
Planning
Teaching Approaches and Strategies

Engagement

Student Engagement
Goal Setting
Advocacy

Evaluation

Formative Assessments
Adjustments
Feedback

Environment

Essential Practices

Climate & Culture

DISCOURSE AND INTERACTIONS reflect high expectations and beliefs about all students' intellectual capabilities.
A CULTURE OF INCLUSIVITY, equity and accountability for learning is created.
NORMS encourage risk-taking, collaboration, community and respect for thinking.
COLLABORATION with families, schools, and communities as active partners improves learner, classroom, school, district and state outcomes (CO-MTSS: family, school, and community partnering).
SOCIAL EMOTIONAL LEARNING support is provided for students to meet individual needs, personal coping skills and strategies.
A physically and emotionally SAFE LEARNING ENVIRONMENT is created for students.

Physical Environment

Rules, Routines, and Procedures

Reflective Questions

Climate & Culture

How and to what extent do the systems and routines of the classroom facilitate student ownership and independence?
What do discourse and interactions reveal about what is valued in the classroom?
How and to what extent does the classroom environment reflect values of community, inclusivity, equity and accountability for learning?
What is the climate for learning in the classroom?
How do relationships (teacher-student, student-student) support or hinder student learning?

Physical Environment

Rules, Routines, and Procedures

Teacher Rubric Connection

Climate & Culture

2a: Teachers foster a predictable learning environment characterized by acceptable student behavior and efficient use of time in which each student has a positive, nurturing relationship with caring adults and peers.
2b: Teachers demonstrate an awareness of, a commitment to, and a respect for multiple aspects of diversity, while working toward common goals as a community of learners.
2c: Teachers engage students as individuals, including those with diverse needs and interests, across a range of ability levels by adapting their teaching for the benefit of all students.
2d: Teachers work collaboratively with the families and/or significant adults for the benefit of students.
3f: Teachers model and promote effective communication.

Physical Environment

Rules, Routines, and Procedures

Education

Essential Practices

Standards & Learning Targets

GRADE-LEVEL STANDARDS serve as the foundation for quality-first instruction.
LESSONS are designed with the end in mind so that standards-based criteria for success are clear for students.
LESSONS consider students' needs, interests, and passions.
The LEARNING TARGET is measurable.
The CRITERIA FOR SUCCESS are clear to students and the performance tasks provide evidence that students are able to understand and apply learning in context.

Planning

The INTENTIONAL ORGANIZATION of the what (resources) and the how (instructional approaches) that engages learners in the why.
LEARNING EXPERIENCES and instructional techniques are designed to achieve specific learning goals (Backward Design Planning).
INSTRUCTIONAL APPROACHES scaffold the development of the targeted concepts and skills and gradually release responsibility, leading to learner agency and ownership.
Teachers STRATEGICALLY use static (paper/pencil), flexible (adaptive software), customizable (resources teachers curate in a Learning Management System) content to meet the diverse needs of students.

Teaching Approaches & Strategies

The teacher makes decisions and utilizes instructional approaches in ways that INTENTIONALLY SUPPORT his/her instructional purposes.
Instruction reflects and is consistent with PEDAGOGICAL CONTENT knowledge and is culturally responsive, in order to engage students in disciplinary habits of thinking.
The teacher uses DIFFERENT INSTRUCTIONAL STRATEGIES based on planned and/or in-the-moment decisions, to address individual needs. (Examples include: AVID, High Yield Pedagogical Practice).
Students are provided OPPORTUNITIES to develop deep understandings of the content and topic in order to discuss it and write about it.
Teachers IMPLEMENT instruction, intervention, and assessment approaches that have been proven effective through research indicating improved outcomes for students. (CO-MTSS: Evidence-Based Practices).
Students' ACADEMIC LANGUAGE reflects discipline-specific habits of thinking in ways of communicating.

Reflective Questions

Standards & Learning Targets

Planning

How does the intended learning relate to concepts central to understanding the discipline?
How can teachers make authentic, real-world connections to the material?
How are teachers planning gradual release to ensure students become autonomous?
How can the teacher use static, adaptive, and customizable instructional tools to ensure that students learn at the level of the standard?

Teaching Approaches & Strategies

How do teachers ensure that students understand the purpose of each lesson?
How do teachers provide critical thinking opportunities for all students?
How do teachers provide multiple access points to the grade level material so that all students have opportunities to interact with grade level material?
How are teachers building vocabulary knowledge and providing students opportunities to academic language?

Teacher Rubric Connection

Standards & Learning Targets

Planning

3a: Teachers demonstrate knowledge about the ways in which learning takes place, including the levels of intellectual, physical, social, and emotional development of their students.
3b: Teachers use formal and informal methods to assess student learning, provide feedback, and use results to inform planning and instruction.
3c: Teachers integrate and utilize appropriate available technology to engage students in authentic learning experiences.
3d: Teachers model and promote effective communication.

Teaching Approaches & Strategies

2b: Teachers demonstrate an awareness of, a commitment to, and a respect for multiple aspects of diversity, while working toward common goals as a community of learners.
2c: Teachers engage students as individuals, including those with diverse needs and interests, across a range of ability levels by adapting their teaching for the benefit of all students.
3e: Teachers provide students with opportunities to work in teams and develop leadership.

Engagement

Essential Practices

Student Engagement

STUDENTS' CLASSROOM WORK embodies substantive intellectual engagement (reading, thinking, writing, problem-solving and meaning-making).
ENGAGEMENT STRATEGIES capitalize on and build upon students' academic background, life experiences, culture and language to support rigorous and culturally relevant learning.
Engagement strategies encourage EQUITABLE AND PURPOSEFUL STUDENT PARTICIPATION and ensure that all students have access to learning, as well as, academic and behavioral support.

Goal Setting

Students participate in establishing personalized LEARNING GOALS that are connected to end of year outcomes.
Students regularly monitor, reflect upon, and discuss progress in order to understand their learning needs to MAXIMIZE GROWTH.
Teachers provide students with multiple OPPORTUNITIES to track and interact with their personalized goals and data.
Teachers meet with individual students for GOAL SETTING AND SUPPORT.

Advocacy

Where is the focus of control over learning?
What questions, statements, and actions does the teacher use to encourage students to share their thinking with one another, to build on one another's ideas, and to assess their understanding of one another's ideas?
What is the frequency of teacher talk, teacher initiated questions, student-initiated questions, student-to-student interaction, student presentation of work, etc.?

Teacher Rubric Connection

Student Engagement

2a: Teachers foster a predictable learning environment characterized by acceptable student behavior and efficient use of time in which each student has a positive, nurturing relationship with caring adults and peers.
3d: Teachers establish and communicate high expectations and use processes to support the development of critical-thinking and problem-solving skills.

Goal Setting

Advocacy

2a: Teachers foster a predictable learning environment characterized by acceptable student behavior and efficient use of time in which each student has a positive, nurturing relationship with caring adults and peers.
2b: Teachers demonstrate an awareness of, a commitment to, and a respect for multiple aspects of diversity, while working toward common goals as a community of learners.
2c: Teachers engage students as individuals, including those with diverse needs and interests, across a range of ability levels by adapting their teaching for the benefit of all students.
2d: Teachers work collaboratively with the families and/or significant adults for the benefit of students.

Evaluation

Essential Practices

Formative Assessments

The teacher creates MULTIPLE ASSESSMENT OPPORTUNITIES and expects all students to perform at the rigor of the standard/learning target as written.
ASSESSMENT METHODS include a variety of tools and approaches to gather quality information about each student's needs. (Examples include: anecdotal notes, conferring, student work samples).
ASSESSMENT CRITERIA, methods and purposes are transparent to students and match the learning target (Example: rubrics).
APPROPRIATE ACCOMMODATIONS are provided to address the unique needs of each learner.
Progress in learning, demonstration of understanding, and ongoing growth are celebrated.
A CONSISTENT PROCESS such as a data team is used and applied at multiple levels to analyze and evaluate relevant information to drive instruction.

Adjustments

Feedback

Reflective Questions

Formative Assessments

What information does the teacher want to capture?
How does the teacher use data to capture individual performance and/or class performance?
Does the teacher use formative assessments for immediate in-class use or collect it for reflection for later use?
What assessment data is readily apparent and how can it be used?
Do both the teacher and the students know how they are doing?
How does the teacher and student celebrate learning and growth?
How is data monitored and instruction adjusted?

Adjustments

Feedback

Where is the focus of control over learning?
What questions, statements, and actions does the teacher use to encourage students to share their thinking with one another, to build on one another's ideas, and to assess their understanding of one another's ideas?
What is the frequency of teacher talk, teacher-initiated questions, student-initiated questions, student-to-student interaction, student presentation of work, etc.?

Teacher Rubric Connection

Formative Assessments

1c: Teachers demonstrate knowledge of the content, central concepts, inquiry, appropriate evidence-based instructional practices, and specialized characteristics of the disciplines being taught.
3b: Teachers use formal and informal methods to assess student learning, provide feedback, and use results to inform planning and instruction.
3h: Teachers use appropriate methods to assess what each student has learned including formal and informal assessments and use results to plan further instruction.

Adjustments

1c: Teachers demonstrate knowledge of the content, central concepts, inquiry, appropriate evidence-based instructional practices, and specialized characteristics of the disciplines being taught.
2d: Teachers work collaboratively with the families and/or significant adults for the benefit of students.
4a: Teachers demonstrate that they analyze student learning, development and growth, and apply what they learn to improve their practice.