In one school, data indicated needs for instructional improvement at a specific grade level. We are able to analyze data to determine the areas of instructional change that will have the greatest impact on student achievement and support the teachers in using their strengths to develop those areas of need through training sessions, observation and coaching, and ongoing mentorship.
In one PreK-12 community, we used data collected from assessments, survey, and focus groups to develop foundational training for teachers. All teachers and leaders were grouped into Professional Learning Communities and set their group’s vision and goals for the year. Over time, through a combination of book study and training sessions, we worked together to develop a three-year plan for the PLCs.
In a large district, we worked with district and school leadership and building coaches and teachers to develop a structure for instructional change and improvement. Our target was to develop intermediate literacy instruction. Within a Comprehensive Literacy Gradual Release of Responsibility Instructional Framework, we deconstructed standards to develop focused learning targets to strengthen whole group and small group instruction and independent learning opportunities to develop self-motivated readers, writers, and problem solvers.