inquirED’s Post

We've identified 5 high-leverage PL practices that can drive meaningful growth in teaching and learning: 1) Unit internalization 2) Lesson prep 3) Student work analysis 4) Ongoing feedback cycles 5) Instructional rounds Learn more: https://hubs.ly/Q02vmnMh0

Equip instructional leaders with the tools to build a shared vision, understand the current state of teaching and learning in their schools relative to that vision, and take action to further deliver on the promise of relevant, engaging, grade-level instruction for all students. https://buff.ly/46qi7nS

Ending the week inspired after convening at Principal Quarterly to reground in DPS’ Instructional Framework. Three key drivers essential for achieving our standard of excellence for teaching and learning: - Every learner engages with high-quality instructional materials (HQIM). - Every learner experiences individualized instruction informed by ongoing assessments. - Every learner benefits from continuous professional learning. Denver’s students deserve nothing less. Check out the details here: [Link to Denver’s students document] #Education #InstructionalFramework #TeachingAndLearning

We've identified 5 high-leverage PL practices that can drive meaningful growth in teaching and learning: 1) Unit internalization 2) Lesson prep 3) Student work analysis 4) Ongoing feedback cycles 5) Instructional rounds Learn more: https://hubs.ly/Q02gDRrY0

These wise words of Linda Farrell's are so so true. Of course our classroom teachers need increased knowledge, but our intervention or specialist teachers MUST receive training that is going to equip them to teach our most vulnerable tamariki. We cannot expect to roll out the same levels of training for the various roles in education and think things will change. We do and will always have students who require Tier 3 instruction. There is no silver bullet. Our IDA accredited training LMIT https://lnkd.in/gqKswi-q is purposefully geared to build extensive knowledge and expert practice for our Tier 2 and 3 instructors in classrooms. https://lnkd.in/gTcRRJMK

Across the country, educators and those who support them are working to deliver high-quality instruction to the students they serve. But too often, a coherent, shared, or articulated vision for high-quality instruction is missing; instead, the work is informed by competing approaches or siloed into separate departments. That’s why Student Achievement Partners created the Essential x Equitable (e²) Instructional Practice Suite™. https://buff.ly/46qi7nS

📝 Read our new blog to find out how we are working to update our Grades 5-8 Learning Progressions, as well as how these updates will provide teachers with the best tools and resources possible to support their instructional decisions. ✅ Check it out here: https://hubs.li/Q02JrmSk0

During the learning walk journey, you need to think about After my learning walk today, which elements of my teaching practice do I feel were verified? After my learning walk today, which questions do I have about my teaching practice? After my learning walk today, what new ideas do I intend to apply in my teaching practice?

We say 'possible' As EVERY school's journey is and should be different! What we deliver cannot be achieved by simply reading a book, (although books can be a great starting point). From a book you will get a didactic paint-by-numbers approach to restorative practice, telling you how to do it, what rules to embed, what to write in your behaviour policy etc. All great ideas and effective to some degree but if you really really want to create and embed a restorative culture, you won't find how to do it in a book, you will find it in the hearts and minds of the young people, staff and other members of your school community, and every school’s journey will be different.  Our training will give you the tools, skills and knowledge to carve out what restorative practice means to you and once you've found it, you won't look back. If there was ever a time to become a restorative school, it’s now!