Instructional Management

a. Demonstrate an understanding of research of learning and instructional strategies

b. Describe and apply research and best practice in integrating curriculum and resources to all learners

c. Demonstrate the ability to utilize data for instructions decision-making

d. Demonstrate the ability to design appropriate assessment strategies for measuring learner outcomes

e. Demonstrate the ability to implement alternative instructional designs, curriculum, behavior management and assessment accommodations and modifications

f. Demonstrate the ability to appropriately use technology to support instruction

Reflection: 9-Instructional Management

             Pedagogy more than ever before in the history of education, is being viewed as a combination of art and science. Educators are increasingly being called upon to identify innovative practices through informed instructional decisions driven by data, assessment scores and research-based curriculum and instruction. This makes it imperative that the educational leader understands current instructional theories and practices. Progress monitoring and the use of data based evidence to guide learning and increase student achievement needs to be viewed as a shared purpose for the stakeholder groups the leader is charged with motivating around the goal of student achievement.

            Student needs and abilities vary greatly resulting in the need for constant adaptation of core curriculum. The educational leader encourages instructional behaviors in staff that facilitate high level learning. As identified by Richard Dufour, this includes reflection on the following questions guiding the work of Professional Learning Communities (PLC’s). 1) What exactly do we expect all students to learn? 2) How will we know if and when they have learned it? 3) How will we respond when some students don’t learn? 4) How will we respond when some students have already learned?

            As a special education professional and PLC member, I continually reflect on these questions as I integrate curriculum and resources for diverse learners. Many of the students I work with have disabilities in the areas of EBD and ASD meaning low social and behavior skills impede the individual learning process. Alternative instructional designs in conjunction with the direct instruction of school behavior skills is often required for students to successfully access the curriculum and increase overall academic achievement. These students frequently need Positive Behavior Intervention Plans that outline proactive staff intervention aimed at manipulation of known environmental/social antecedents to increase school success. The PBIP artifact illustrates experience planning an alternative proactive behavior management system for a DCD student. Academic instructional delivery was significantly reduced to small time increments including frequent, intermittent positive tangible rewards, to increase engagement.

            Varying instructional practices and integrating technology to support direct instruction and re-teach concepts are vital to student access to the core curriculum. As a former Assistive Technology Specialist, I promote alternative means of access to the curriculum through software programs such as Read and Write Gold, Smart Board  technology and Inspiration concept mapping.

            Traditional print based material and methods like multiple choice assessments are no longer adequate to meet the diverse needs of students. They are also no longer adequate as stand alone measurements of student achievement. Universally Designed Learning environments and instructional practices increase engagement and relevance for today’s learners living amidst the global world of technology. Requiring learners to enter an environment based on past instructional practices is like asking drivers to abandon cars in favor of the horse. When a colleague in my PLC sincerely posed the question asking why students do not take time to read and attach newspaper articles to current events assignments, I was struck by the profound importance of this to the achievement of students. Educators today need to replicate the world of the learner, increasing the odds that student interest and engagement will grow.  Failure to do this will result in environments that promote antiquated instructional practices with little impact on student learning.

 I commit to providing all students in the district with a K-12 International Baccalaureate education. This requires rigorous learning opportunities for all students regardless of academic or social functioning ability. The Personal Project artifact illustrates my experience advising a DCD student on completion of an IB Personal Project. Working with the required rubric, I assisted the student in identifying a project that engaged interest and offered alternative means of expression and assessment. The student used art to produce a visual project and completed an essay using a template model I designed to illicit answers using probing questions and prompts. The template included visual cues to reinforce student comprehension of required essay components.

            Changes lie ahead in the way education is delivered to students. Past experience has demanded I be creative, intentional and timely in regard to instructional planning. As a special education director and instructional supervisor, I will trust the ability of teachers as professionals but will require instructional behaviors that provide multiple means of access, engagement and assessment. My leadership will also include the assumption that standards based IEP’s are the norm as educators plan for an individualized education that is delivered in a unique, creative way with the goal being student achievement and social success.

References

Buffum, Austin, Mattos, Mike, & Weber, Chris (2009).  Pyramid response to  intervention. Bloomington, IN: Solution Tree Press.

 Artifacts

PBIP2.doc (75,5 kB)

Personal Project Information.jpg (127,5 kB)

Personal Project A.jpg (98,3 kB) 

Educational Plan.jpg (125,1 kB) Educ Plan page 2.jpg (142,7 kB) Educ Plan page 3.jpg (146,7 kB)  

Educ Plan page 4.jpg  (45,7 kB)