All Classrooms
This strategy has teachers collaborating to develop standards-based units of study and lessons across content areas.
3.1 L Teachers collaborate to develop standards-based, culturally responsive courses, units of study and lessons across content areas.
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This is used regularly to expand the classroom.
3.2 B - Technology is regularly used to expand the classroom into the community.
Of course they should.
3. 4 b - All teachers are appropriately certified.
Student's know the purpose of the homework.
3.8 a - Students can articulate the purpose of homework and the relationship between class work and homework. They view homework as essential to their learning.
This element requires students to use inquiry learning for higher-order thinking and problem-solving skills.
3.1 J - Classroom activities require all students to use inquiry learning as well as higher-order thinking and problem-solving skills.
These instructional strategies are informed by analysis, aligned with curriculum, and based on OAS.
3.2 a. Selection of instructional strategies is informed by analysis of the results of continuous assessment, standards-based units of study and current research. The instructional strategies are aligned to the school curriculum, which is based on the OAS learning goals.
This element requires an established policy.
3.2 d. The school has established policy and school leadership has implemented procedures that define the effective use of technology in instruction.
LETRS is an example of this.
3.4 c - All teachers participate in sustained, classroom-focused professional development that updates their content knowledge and current professional practices to challenge and motivate students to high levels of learning.
Collaboratively designed homework across content areas.
3. 8 f. Teachers collaborate to design homework within and across content areas and grade levels. This is part of their curriculum mapping process and unit design and that is linked to the content and skills of the school’s curriculum, which is based on OAS and clearly defined performance standards.
This element suggests that all classroom activities require higher order thinking and problem-solving skills of their students?
3.1 D - Classroom activities require all students to use higher-order thinking and problem-solving skills.
This requires assessments tasks to mirror OSTP.
3.2 d. In addition to requiring assessment tasks that mirror those found on OSTP, learning activities further require students to complete assessment tasks similar to those on national assessments (e.g., SAT, ACT, PSAT).
This element asks for a variety to technology to be used by all stakeholders.
3.2 f - Teachers, students and other instructional staff members effectively use a variety of technology to extend learning, increase productivity and create products for various purposes, audiences and situations.
NBCT
3.4 e. A number of teachers seek National Board Certification or other forms of professional recognition in their designated fields.
Teachers using feedback to inform their decision making.
3.7 h - Students collaborate with teachers and peers to analyze their own work and provide feedback to the teachers based on the results of such analysis. Teachers use this feedback to inform their decision-making to improve their instructional practice.
The element addressing multiple intelligences.
3.1 I - Classroom instruction accommodates various learning styles, multiple intelligences and brain research. Instruction is monitored to determine its effectiveness for diverse learners and modified as necessary.
This element requires district leadership to provide multiple forms of support.
3.2 c. District leadership provides multiple forms of support that assists teachers in the design and/or selection of instructional strategies and learning goals that are aligned to the school curriculum based on the OAS curriculum standards. District leadership also provides support to make connections across content areas and/or grade levels and seamlessly integrate pertinent assessment expectations for student learning.
This element talks "collaboration."
3.2 J - School leadership collaborates with teachers to research the effectiveness of various instructional technology systems and select those with the greatest potential of enhancing student achievement.
Recruiting and retaining highly qualified.
3.4 d - School leadership recruits and provides financial incentives to retain teachers who are either already National Board certified or who agree to immediately seek such certification. The local board of education and district leadership assists school leadership in this effort.
These define high-quality initiatives that support student achievement, build capacity of districts to meet student achievement goals, provide support and resources to meet individualized needs of schools and districts and carve out a pathway for continuous improvement.
The 9EE
This element ties adopted policies and implemented procedures to ensure effective classrooms.
3.1 A - The school has adopted instructional practices policy and school leadership implements procedures to ensure effective and varied instructional practices in the classroom.
This element asks that tasks are similar to state assessments.
3.2 b. Learning activities routinely require students to complete assessment tasks similar to those on the state assessments (e.g., open-response questions, experiences with various types of reading, converting data to graphs).
BOE providing resources.
3.2 I - The local board of education provides extensive technological resources to the school that allows technology to be effectively used in instruction.
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