|
Laura Williamson |
| Executive Director
of Instruction and Curriculum |
| |
| Prince
Edward County Public Schools Instructional Process |
| Our
instructional process includes the following components: |
*
Curriculum scope and sequence aligned to the standards of
learning
* Benchmark assessment aligned to the standards of learning and
scope and sequence
* Model of delivery of instruction
* Classroom walkthrough
* Analysis of data
* Targeted professional development
* Re-alignment of resources to support the instructional focus
* Intervention to assist students |
| Some
of these components in some way or another are in our school
division; however, on a frequent basis school divisions must
engage in the process of aligning their instructional process
with new changes. In order to improve our instructional process
and to meet the needs of all students, we are using a systematic
evaluation of these components. |
| |
| Implementation
and Description |
| In
order to support teachers in the instructional process and
provide them with the appropriate tools to be successful
in the classroom, we have put in place the following: |
| Scope
and Sequence |
| Aligning
of the scope and sequence: Scope and sequence aligned with
the Virginia Standards of Learning. We conducted an audit
of our curriculum scope and sequence to make sure that we
are covering all standards with the level of difficulty presented
in the standards. |
| Benchmark
Assessment |
| In
an effort to get a clearer picture of the developing student
in achievement, we are using independently developed benchmarks
in English, math, science and social studies. The benchmark
assessments are given every six weeks. |
| Delivery
of Instruction |
| We
are planning to provide support to teachers in the area of
best teaching practices. What are those essentials that capture
student attention? What are those essentials that help students
understand the concept of the lesson? We will continue to
implement research based instructional strategies, such as
thinking maps and interactive note taking throughout the
year. |
| Classroom
Walkthrough |
| Classroom
walkthroughs are a powerful form of professional development
and are an integral part of the overall framework of collaborative
learning. It is protocol for looking at student work in the
classroom environment. Classroom walkthroughs will be aligned
to the delivery of instruction. Therefore, all teachers will
know what the principal expects to see in a classroom. |
| Analysis
of Data |
| Information
from achievement data is ideally the foundation of constructive,
collective decisions regarding issues such as goals, unit
plans and planning for prevention and intervention systems. |
| Targeted
Professional Development |
| A
year-long professional development plan is being developed
to support the instructional focus of the district and schools.
Professional development will be on-going and research-based.
Implementation of the plan will be monitored through coaching,
peer observations, classroom walkthroughs, informal and formal
observations and increase in student performance. |
| Alignment
of Resources |
| All
resources, time, people and money, must be aligned to support
the instructional focus. As a school system, we are examining
our practices around resource allocation to ensure we are
doing everything possible to support high quality teaching
through targeted professional development. School business
leave for professional development must support the school
and district instructional focus. |
| Interventions |
| Ensuring
achievement for all students means having an overarching
strategy that encompasses the majority of learners and then
having specific strategies aimed at those who need extra
support. Therefore, schools use the data from their benchmarks
and other assessments to identify the needs of students and
the strategies to provide continuous support. Each school
develops a plan for providing intervention during the school
day or after school. |
