2011 Standards | Instruction

Standard 3: Instruction

The quality of instruction is the single most important factor in students’ achievement of the school’s 21st century learning expectations. Instruction is responsive to student needs, deliberate in its design and delivery, and grounded in the school’s core values, beliefs and learning expectations. Instruction is supported by research in best practices. Teachers are reflective and collaborative about their instructional strategies and collaborative with their colleagues to improve student learning.

1. Teachers’ instructional practices are continuously examined to ensure consistency with the school’s core values, beliefs, and 21st century learning expectations.

2. Teachers’ instructional practices support the achievement of the school’s 21st century learning expectations by:
     • personalizing instruction
     • engaging students in cross disciplinary learning
     • engaging students as active and self-directed learners
     • emphasizing inquiry, problem solving, and higher order thinking
     • applying knowledge and skills to authentic tasks
     • engaging students in self-assessment and reflection
     • integrating technology.

3. Teachers adjust their instructional practices to meet the needs of each student by:
     • using formative assessment, especially during instructional time
     • strategically differentiating
     • purposefully organizing group learning activities
     • providing additional support and alternative strategies
       within the regular classroom.

4. Teachers, individually and collaboratively, improve their instructional practices by:
     • using student achievement data from a variety of formative and
       summative assessments
     • examining student work
     • using feedback from a variety of sources, including students,
       other teachers, supervisors, and parents
     • examining current research
     • engaging in professional discourse focused on instructional
       practice.

5. Teachers, as adult learners and reflective practitioners, maintain expertise in their content area and in content-specific instructional practices.