Adapted from original presentaion

February 2013

Districtwide Principals’ Meeting

by Superintendent Mike Miles

Good, First Instruction

Campus Instructional Coach ConferenceAugust 8-9, 2013

Conrad High School

Objectives

• Know the definition of Good, First Instruction

• Identify instructional practices that do not support good instruction

• Identify instructional practices that should be modeled and encouraged

Core Beliefs Exercise

• Read the Core Beliefs Exercise

• Pair/Share - Discuss with a partner at your table the statements you chose

What does good instruction look like?

Freedom Writers• Discuss with table:

• How could Erin Gruwell have made introducing this lesson more effective?

• What positive elements can be derived Ms. Gruwell’s instruction?

Evaluation

Aligned PD

PLCs

Use of DataLeadership

Instructional Leadership

Systemic factors to support instruction

Instructional Feedback

Curr. Align.

They will need our best work.

Definition

• Please reflect on your note page what “good, first instruction” means.

Definition

• “Good, first instruction” is the notion that the daily classroom instruction that a student receives before interventions are planned should be of high quality. It includes core practices that are common to almost all great teaching.

View videos of 6th grade math teacher and 3rd grade reading teacher

After each video write one high quality classroom instructional practice and one that you would coach the teacher to modify

Share out

Good, First Instruction

Common practices that we want to generally avoid

• Stream of consciousness writing

• Observer math

• Dark rooms

• Films (as opposed to movie clips)

• Poor readers reading to the class

• Round-robin reading

• Crayola curriculum

Common practices that we want to avoid

• Excessive copying

• Worksheets that are not aligned or purposeful

• Word searches

• Repeated single responses

• Doing homework in class• Excessive review of homework in class

• Earning “free time”

Common practices that we want to avoid

• Copying definitions or defining words with little context

• Practicing listening to reading (when the purpose/objective is not related to reading)

• Presentations that are not tied to a rigorous rubric; numerous presentations

• Random spelling and vocabulary

Quality Instruction

• Aligned

• Guaranteed and viable curriculum

• Effective lesson objectives and DOLs

• Activities are aligned

• Purposeful

• Activities are relevant and challenging

• Every aspect of the class is tied to learning

• Time is managed to enhance learning

Quality Instruction

• Effective strategies

• Engaging

• Multiple response strategies

• Student learning is active

• Scaffolded

• Rigorous

Quality Instruction

• Differentiated

• Individual student needs are met

• Appropriate interventions are planned and implemented with fidelity

Demonstration of Learning

Given the information discussed today, write at least three takeaway elements of good, first instruction.