2.6 Instructional Design
Candidates model and facilitate the effective use of research-based best practices in instructional design when designing and developing digital tools, resources, and technology-enhanced learning experiences. (PSC 2.6/ISTE 2f)
Artifact: Instructional Initiative Inventory
For this standard I chose the Instructional Initiative Inventory, which was created in ITEC 7305: Data Analysis & School Improvement course. The instructional initiatives inventory was created to take stock of the current initiatives that are under way in our school. Understanding the initiatives and prograns, who supports them, and what evidence is collected can have a direct focus on the work that our data teams are doing in our schools and improve student learning.
There are several initiatives currently in place at my school to increase student learning. The majority of the initiatives provide research-based best practices by providing organized, multi-faceted interventions that are designed for our students. Also, each of the initiatives can be replicated in different settings and with different populations over time. Our school is currently in its second year candidacy to be authorized as an International Baccalaureate Primary Years School (IB PYP). Under IB’s philosophy, our students are taught their core subjects, except for math, cohesively. IB also encourages our students to think critically and challenge assumptions. After looking at the current initiatives at our school several of them fit seamlessly under the IB philosophy where some offer more rote memorization for our students. To support these initiatives effectively our staff needs to remember the core mission of our school, which is increasing student learning and teaching.
Looking at the current initiatives I feel that our data team needs to understand that differentiation and correct consistent implementation will enable all of these initaitives to be successful. We need to slow down our approach and make sure that our staff is properly trained on these initiatives. Understanding these programs and initiatives will enable our teachers to model and facilitate their effectiveness to increase learning and teaching. Many of the initiatives support our overarching theme of IB, but we need to remember that no two classrooms will look alike. Our IB planners are focused on our learners and encouraging them to think independently and drive their own learning. Our data team can also support our school wide initiatives by providing one platform where our teachers can readily access their student data.
I felt that my inventory reflected a number of initiatives in our school. I did notice that I placed EIP, gifted, ELL, and SWD together with the homeroom teachers. My professor mentioned that these areas were missing independently and that they address the specialized instructional needs of the population as well. This artifact was shared with our new School Improvement Specialist and I’ve seen a definite change in our data meetings. We are looking more at the evidence of implementation and fidelity to make sure that we are on the right track. I do feel that we need to have a serious conversation about how to incorporate the collection of evidence into our current processes. The impact can be assessed by viewing our current school improvement plan and our student’s yearly progress.
There are several initiatives currently in place at my school to increase student learning. The majority of the initiatives provide research-based best practices by providing organized, multi-faceted interventions that are designed for our students. Also, each of the initiatives can be replicated in different settings and with different populations over time. Our school is currently in its second year candidacy to be authorized as an International Baccalaureate Primary Years School (IB PYP). Under IB’s philosophy, our students are taught their core subjects, except for math, cohesively. IB also encourages our students to think critically and challenge assumptions. After looking at the current initiatives at our school several of them fit seamlessly under the IB philosophy where some offer more rote memorization for our students. To support these initiatives effectively our staff needs to remember the core mission of our school, which is increasing student learning and teaching.
Looking at the current initiatives I feel that our data team needs to understand that differentiation and correct consistent implementation will enable all of these initaitives to be successful. We need to slow down our approach and make sure that our staff is properly trained on these initiatives. Understanding these programs and initiatives will enable our teachers to model and facilitate their effectiveness to increase learning and teaching. Many of the initiatives support our overarching theme of IB, but we need to remember that no two classrooms will look alike. Our IB planners are focused on our learners and encouraging them to think independently and drive their own learning. Our data team can also support our school wide initiatives by providing one platform where our teachers can readily access their student data.
I felt that my inventory reflected a number of initiatives in our school. I did notice that I placed EIP, gifted, ELL, and SWD together with the homeroom teachers. My professor mentioned that these areas were missing independently and that they address the specialized instructional needs of the population as well. This artifact was shared with our new School Improvement Specialist and I’ve seen a definite change in our data meetings. We are looking more at the evidence of implementation and fidelity to make sure that we are on the right track. I do feel that we need to have a serious conversation about how to incorporate the collection of evidence into our current processes. The impact can be assessed by viewing our current school improvement plan and our student’s yearly progress.