Mapping Professional Practice: How to Develop Instructional Frameworks to Support Teacher Growth  (Learn how to use instructional frameworks to accelerate improvement across your organization)
Put into action, instructional frameworks help teachers locate their current level of fluency, focus on the key dimensions of professional judgment, and take their practice to the next level. Discover how to accelerate teacher growth by taking the “insider’s view” of practice, articulating key dimensions of professional judgment to create clear growth pathways for teachers at every level of fluency.


Teacher leaders, administrators, and instructional coaches will gain a replicable process for:
  • Identifying the most promising areas of focus
  • Drafting and piloting an initial framework
  • Getting input and feedback from teachers
  • Articulating a vision for exemplary practice
  • Building momentum and overcoming resistance to change

Contents:
Introduction
Part 1: What Are Instructional Frameworks?
Chapter 1: Defining and Developing Instructional Frameworks
Chapter 2: Making Shared Expectations More Specific
Chapter 3: Instructional Frameworks in Action—Case Studies
Part 2: How to Develop Instructional Frameworks
Chapter 4: Choose a Focus
Chapter 5: Bounding Your Improvement Focus
Chapter 6: Identifying Key Components
Chapter 7: Articulating Levels of Fluency
Chapter 8: Getting Started and Getting Input
Part 3: Instructional Frameworks in Action
Chapter 9: Using Instructional Frameworks for Teacher Growth
Chapter 10: Broader Applications for Instructional Frameworks
Chapter 11: Supporting Organization-Level Initiatives With Instructional Frameworks
Conclusion: Coming Full Circle
Appendix A-Q
References and Resources
Index
1141058426
Mapping Professional Practice: How to Develop Instructional Frameworks to Support Teacher Growth  (Learn how to use instructional frameworks to accelerate improvement across your organization)
Put into action, instructional frameworks help teachers locate their current level of fluency, focus on the key dimensions of professional judgment, and take their practice to the next level. Discover how to accelerate teacher growth by taking the “insider’s view” of practice, articulating key dimensions of professional judgment to create clear growth pathways for teachers at every level of fluency.


Teacher leaders, administrators, and instructional coaches will gain a replicable process for:
  • Identifying the most promising areas of focus
  • Drafting and piloting an initial framework
  • Getting input and feedback from teachers
  • Articulating a vision for exemplary practice
  • Building momentum and overcoming resistance to change

Contents:
Introduction
Part 1: What Are Instructional Frameworks?
Chapter 1: Defining and Developing Instructional Frameworks
Chapter 2: Making Shared Expectations More Specific
Chapter 3: Instructional Frameworks in Action—Case Studies
Part 2: How to Develop Instructional Frameworks
Chapter 4: Choose a Focus
Chapter 5: Bounding Your Improvement Focus
Chapter 6: Identifying Key Components
Chapter 7: Articulating Levels of Fluency
Chapter 8: Getting Started and Getting Input
Part 3: Instructional Frameworks in Action
Chapter 9: Using Instructional Frameworks for Teacher Growth
Chapter 10: Broader Applications for Instructional Frameworks
Chapter 11: Supporting Organization-Level Initiatives With Instructional Frameworks
Conclusion: Coming Full Circle
Appendix A-Q
References and Resources
Index
40.95 In Stock
Mapping Professional Practice: How to Develop Instructional Frameworks to Support Teacher Growth  (Learn how to use instructional frameworks to accelerate improvement across your organization)

Mapping Professional Practice: How to Develop Instructional Frameworks to Support Teacher Growth  (Learn how to use instructional frameworks to accelerate improvement across your organization)

by Heather Bell-Williams, Justin Baeder
Mapping Professional Practice: How to Develop Instructional Frameworks to Support Teacher Growth  (Learn how to use instructional frameworks to accelerate improvement across your organization)

Mapping Professional Practice: How to Develop Instructional Frameworks to Support Teacher Growth  (Learn how to use instructional frameworks to accelerate improvement across your organization)

by Heather Bell-Williams, Justin Baeder

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Overview

Put into action, instructional frameworks help teachers locate their current level of fluency, focus on the key dimensions of professional judgment, and take their practice to the next level. Discover how to accelerate teacher growth by taking the “insider’s view” of practice, articulating key dimensions of professional judgment to create clear growth pathways for teachers at every level of fluency.


Teacher leaders, administrators, and instructional coaches will gain a replicable process for:
  • Identifying the most promising areas of focus
  • Drafting and piloting an initial framework
  • Getting input and feedback from teachers
  • Articulating a vision for exemplary practice
  • Building momentum and overcoming resistance to change

Contents:
Introduction
Part 1: What Are Instructional Frameworks?
Chapter 1: Defining and Developing Instructional Frameworks
Chapter 2: Making Shared Expectations More Specific
Chapter 3: Instructional Frameworks in Action—Case Studies
Part 2: How to Develop Instructional Frameworks
Chapter 4: Choose a Focus
Chapter 5: Bounding Your Improvement Focus
Chapter 6: Identifying Key Components
Chapter 7: Articulating Levels of Fluency
Chapter 8: Getting Started and Getting Input
Part 3: Instructional Frameworks in Action
Chapter 9: Using Instructional Frameworks for Teacher Growth
Chapter 10: Broader Applications for Instructional Frameworks
Chapter 11: Supporting Organization-Level Initiatives With Instructional Frameworks
Conclusion: Coming Full Circle
Appendix A-Q
References and Resources
Index

Product Details

ISBN-13: 9781954631113
Publisher: Solution Tree Press
Publication date: 06/27/2022
Pages: 248
Sales rank: 662,355
Product dimensions: 8.50(w) x 11.00(h) x (d)

Table of Contents

About the Authors xi

Introduction 1

Using Rubrics to Operationalize Improvement 2

Aligning Expectations to Drive Growth 4

Understanding the Need for Instructional Frameworks 5

Navigating This Book 6

Part 1 What Are Instructional Frameworks? 9

1 Defining and Developing Instructional Frameworks 11

Selecting a Professional Practice as the Focus of an Instructional Framework 12

Capturing the Key Components of Professional Judgment Within a Professional Practice 12

Articulating Levels of Fluency 14

Establishing a Collaborative Team 17

Adopting an Insider's Versus Observer's View 17

Using the Framework to Provide Evidence-Driven Feedback on What People Are Doing, Not What They Aren't 24

Conclusion 25

Questions and Activities 26

Compare Your Notes 27

2 Making Shared Expectations More Specific 29

Buzzwords: Identifying a Destination 30

Definitions: Getting on the Same Page 30

Checklists and Checklist Rubrics: Articulating Key Components 31

Frequency-and-Extent Rubrics: Adding Nuance and Detail 33

Instructional Frameworks as Qualitative Rubrics: Arriving at the Gold Standard of Specificity 34

Other Forms of Shared Expectations 35

Drive-By Feedback Forms 35

Classroom Look-For Guides 36

Observation Scoring Rubrics 36

Policies 36

Procedures 37

Handbooks 37

Step-by-Step Directions 37

Strategic Plans 37

Best-Practice Glossaries 38

Conclusion 38

Questions and Activities 39

Compare Your Notes 40

3 Examining Instructional Frameworks in Action 41

Kindergarten Explorations Block 42

The Framework 42

Moving Forward 42

Elementary Guided Mathematics 44

The Framework 44

Moving Forward 46

Middle School Science Labs 46

The Framework 46

Moving Forward 49

Paraprofessional Behavior Management 49

The Framework 49

Moving Forward 53

Zones of Regulation 54

The Framework 54

Moving Forward 55

Conclusion 56

Questions and Activities 57

Compare Your Notes 58

Part 2 How to Develop Instructional Frameworks 59

4 Choosing a Focus 61

Look Upstream From Data 61

Visit Classrooms and Hold Conversations to Discover Improvement Opportunities 62

Get Insider Input on Outside Ideas 64

Invite Teachers to Share Their Thinking 66

Identify High-Leverage Improvement Opportunities 67

Dig Deeper Into Root-Cause Analysis With the Five Whys 68

Make a Hypothesis 71

Conclusion 73

Questions and Activities 74

Compare Your Notes 76

5 Bounding Your Improvement Focus 77

Zoom In to the Right Level of Detail 77

Choose Your Audience 78

Focus on One Area of Practice 79

Customize by Subject or Team 79

Be Concise 80

Choose Your Key Components Carefully 80

Limit Total Length to One to Three Pages 80

Use Multiple Frameworks for Complex Initiatives 81

Conclusion 81

Questions and Activities 82

Compare Your Notes 83

6 Identifying Key Components 85

Nonexamples of Key Components 86

Examples of Key Components 86

Third-Grade Classroom Management 87

High School Mathematics 89

Middle School Fine Arts 90

Solo First Draft of Key Components 92

Conclusion 93

Questions and Activities 95

Instructional Framework Template 96

Compare Your Notes 97

7 Articulating Levels of Fluency 99

Behaviors and Activities Outside the Levels of Fluency 100

General Characteristics of Levels 1-4 101

Level 1 Beginning 101

Feedback for Moving to Level 2 102

The Instructional Leader's Role 103

What It's Like to Move From Level I to Level 2 103

Source of Professional Authority 103

Example 104

Level 2 Developing 104

Feedback for Moving to Level 3 106

The Instructional Leader's Role 108

What It's Like to Move From Level 2 to Level 3 109

Source of Professional Authority 110

Example 110

Level 3 Fluent 111

Feedback for Moving to Level 4 113

The Instructional Leader's Role 113

What It's Like to Move From Level 3 to Level 4 113

Source of Professional Authority 114

Example 114

Level 4 Exemplary 115

Feedback at Level 4 115

The Instructional Leader's Role 115

What It's Like to Practice at Level 4 116

Source of Professional Authority 116

Common Problems With Level 4 Descriptors 116

A Caution Against Modeling at Level 4 116

Solo First Draft of Levels of Fluency 117

Conclusion 118

Questions and Activities 119

Compare Your Notes 119

Instructional Framework Template 121

8 Getting Started and Getting Input 123

Start With Level 3 124

Move From Specific Examples to Characteristics of Fluency 126

Avoid Placing Specific Techniques at Specific Levels of Fluency 127

Get Feedback From Individual Level 3 Practitioners 128

Test-Drive Your Draft Framework in Feedback Conversations 129

Present Your Draft Framework to the Target Departments or Teams 130

Present Your Draft Schoolwide Framework to Your Leadership Team 130

Revise and Retry 131

Navigate False Starts and Dead Ends 133

Conclusion 134

Questions and Activities 135

Compare Tour Notes 136

Part 3 Instructional Frameworks in Action 137

9 Using Instructional Frameworks for Teacher Growth 139

Creating a Neutral Third Party 140

Using Consistent Professional Language to Help Teachers Improve 140

Aligning Evidence With Framework Criteria Through Conversation 141

Replacing Flowery Language With Specific Language 143

Understanding Thinking and Habits for Fluent and Prefluent Teachers 143

Consider an Example: Debra-Prefluent 143

Consider an Example: Jacklyn-Fluent 144

Develop Habits, Patterns, and Muscle Memory by Fixing One Thing at a Time 144

Solve Foundational Problems First 147

Don't Worry About Level 4 With Struggling Teachers 148

Using Frameworks as Peer-Observation Guides 148

Setting Clear Expectations for New Teachers 149

Conclusion 150

Questions and Activities 151

Compare Your Notes 152

10 Considering Broader Applications for Instructional Frameworks 153

Professionwide Sources of Shared Expectations 153

Teacher Standards 154

Administrator Standards 154

Commercial-Program Rubrics 154

Self-Assessment and Professional-Growth Frameworks 155

State and Provincial Strategic Plans and Improvement Initiatives 155

School, District, and Regional Shared Expectations 155

District Initiatives 156

Vague Staff-Evaluation Criteria 156

Mandates, Specific Challenges, and Difficult Circumstances 156

School-Improvement Initiatives 157

No Resources for a Big Change 158

Frameworks as Student or Staff Recruitment Tools 159

Frameworks as Site- or Classroom-Visit Tools 159

Team- and Department-Level Shared Expectations 160

Grade-Level Team Applications 160

Discipline-Specific Teams 160

Interdisciplinary, Elective, and Specialist Teams 160

Preventing Grade Inflation on Teams 161

Managing Team Meetings 161

Frameworks for Individual Teachers 162

Handling Role Changes 162

Managing Student Teachers and Interns 162

Playing a Less Directive Role With Teachers at Higher Levels of Fluency 163

Other Ways to Use Frameworks With Teachers 163

Managing Teachers Who Resent Feedback, Argue, or Cry 163

Treating All Teachers Fairly, Regardless of Personal Issues or Differences of Opinion 163

Frameworks for Students 164

Supporting One Student and One Paraprofessional 164

Promoting Independence 164

Clarifying the Zones of Regulation in Student-Friendly Language 164

Helping One Student Address a Challenge 164

Conclusion 165

Questions and Activities 166

Compare Your Notes 167

11 Supporting Organization-Level Initiatives With Instructional Frameworks 169

Clarifying the Vision in Sufficient Detail 169

Checking Your Own Understanding of Improvement Initiatives 170

Finding Exemplars of Level 4 Practice 171

Maintaining Fidelity of Implementation 172

Comparing Bulk Change and Lean Change 173

Diffusion of Innovations Explained 173

Implications of Rogers's Diffusion of Innovations for School Leaders 176

Recognize Who Should Go First When Implementing a New Initiative 176

Consider Lean Change With Two or More Waves of Implementation 176

Expect Later Adopters to Need More Time and Support 177

Recognize the Cost of Change for Teachers 177

Conclusion 178

Questions and Activities 179

Compare Your Notes 180

Conclusion 181

Appendix : Reproducibles 183

Justin Baeder's Ten Evidence-Driven Feedback Questions 184

Second Draft of Instructional Framework for Behavior Management for Paraprofessionals 185

Instructional Framework for High Expectations for Student Learning 186

First Draft of Instructional Framework for Zones of Regulation 189

Second Draft of Instructional Framework for Zones of Regulation 190

Instructional Framework for Elementary Guided Mathematics 191

Evidence-Driven Instructional Leadership Road Map 192

Instructional Framework for Hannah's Classroom Observations 193

First Draft of Instructional Framework for Balanced Literacy 194

Second Draft of Instructional Framework for Balanced Literacy 195

Draft Key Components for Instructional Framework on Scaffolding Strategies for Teachers of English Learners 196

First Draft of Instructional Framework for SEL Interactions for Adults 197

Second Draft of Instructional Framework for SEL Interactions for Adults 198

Instructional Framework for Morning Messages 199

Instructional Framework for Vertical Team Meetings 200

Instructional Framework for One Paraprofessional Working With One Student (Hope) 201

Instructional Framework for Student Independence 202

First Draft of Instructional Framework for Zones of Regulation in Student-Friendly Language 203

Instructional Framework for One Fifth-Grade Student (Dan) Managing and Self-Regulating at Recess 204

References and Resources 205

Index 207

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