eMPOWERING TEACHERS AND LEARNERS An Instructional plan

School vision

Create an education that empowers learners to engage and assume active roles both locally and globally to face and resolve challenges and ultimately to become proactive contributors to a more just, peaceful, tolerant, inclusive, secure and sustainable world.

Creating a leadership team

Outline strategies to develop and promote a culture that embraces holistic learning and collaborative teaching.

Use collective efficacy to foster a shared sense of purpose and responsibility.

Maintain a level of presence by asking reflective questions of teachers and leading discussions of innovative practices.

The goal related theory

Create a set of clear, challenging and achievable goals, so that teachers:

  • Are aware of what to do (clear)
  • Have stimulation to reach shared goals (challenging)
  • Do not feel they will automatically fail (achievable)

SElecting the right work

GOALS FOR THE FUTURE

Provide students with opportunities to construct and work on projects of their own design.
Provide students with training regarding the dynamics of motivation and how those dynamics affect them.
Set specific achievement goals for students.

Utilize curriculum mapping

Heidi Jacobs' 7-step process

  1. Data collection.
  2. A review of all maps by teachers.
  3. Small mixed group reviews.
  4. Large group comparisons.
  5. Identification of immediate revision point and a creation of a timetable for resolution.
  6. Identification of points requiring additional research and planning.
  7. Planning for the next review cycle.

Utilize understanding by design

Learning is enhanced when teachers think purposefully about curriculum planning.

Teachers are coaches of understanding.

Understanding is revealed when students autonomously make sense of and transfer their learning.

utilize motivational strategies

Endowed progress effect: when people make progress towards a goal, they become more committed to it.

Feedback is essential to students' goal-setting and reaching processes

Instructional best practices

Factor in brain-based learning

Provide curriculum that has utility value and relatedness

Bridge implicit and explicit learning

Foster differentiated instruction classroom management plans

Management, not discipline

Do not discount best practices used worldwide

Teach Less, Learn More

level of change required

Second Order Change

The forward-thinking notion of global competence is owned by our and contributes to transformative learning.

Resistance to Change

Resistance to second-order change is inevitable
  • Focus on strategies that close the implementation gap
  • Foster collegiality and interaction
  • Verify that goals are cross-checked with classroom instruction

aspire to be transformative

Created By
Leah Wayne
Appreciate

Credits:

Created with images by universityof.wolverhampton - "Teaching" • Dana Lookadoo - Yo! Yo! SEO - "Determination" • ajleon - "sm curriculum # (36)" • cogdogblog - "Learning is Hanging Out" • stokpic - "hands world map" • US Department of Education - "IMG81" • Alexas_Fotos - "time for a change new ways letters"

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