Another benefit to this work is that it is laying the ground-


Taking this approach to scale Our district is still learning what we need to do in


order to take this instructional approach to scale. How- ever, we do know what is working so far to create these results in classrooms across a system that serves approximately 42,000 stu- dents.


n Focus on the core We know that student learning


will only improve when we focus on the core. We need to continually initi- ate improvement strategies that zero in on the academic content, students’ relationship to that content, and teach- ers’ knowledge and skill. If we focus instead on structural, procedural or operational changes such as grading


policies, homework policies, or test prep, we will not achieve what we really want – for students to learn at high levels in order to succeed in our exponentially changing world.


n Take a long-term approach Instructional improvement at scale does not hap-


pen in a year’s time. Develop both short- and long-term goals, and be patient and persistent. Also, develop ways to measure success, focusing on changing classroom practice and improving student learning.


n Provide coaching and support We cannot have high expectations for our students


without supporting them. We cannot do that to adults, either. In order to expect teachers to change practice, we must provide structures and routines that help them do so. Simply providing training opportunities may help, but not enough. We need to train our principals to be instructional leaders and coaches, too. Powerful in- structional leadership leads to powerful change in our schools.


n Build capacity In these severely depressing budgetary times, staffs


at both district- and site-levels are dwindling. That is why it is more important than ever to not only coach teachers to change their own classroom practice, but to also coach them to become teacher leaders so they can share what is working in their classrooms and spread these improvements to others.


– Nicole Kukral and Stacy Spector 10 Leadership


work for our transition to the Common Core State Standards in our district. Part of our approach to this shift is to embed Common Core into the literacy instruction we are already doing district-wide, and disciplinary literacy is a perfect fit. With its emphasis on the simultaneous development of con- tent knowledge and thinking skills – or habits of mind – it aligns almost seamlessly with the demands that the National Governors Association and Council of Chief State School Of- ficials have envisioned for our nation’s children. The Common Core State Standards are very explicit that


literacy is a shared responsibility, and in San Juan Unified, we are supporting educators to become literacy teachers in every discipline. As our district moves forward with the disciplinary lit-


eracy approach, we are confident that instructional improve- ment will continue as long as we employ the strategies that are working for us: focus on the core, take a long-term approach, provide coaching and support, and build capacity (see left).


What is possible when learning matters Perry is an example of what happens when we invest in


people – both students and adults. We know there is a tremen- dous amount of work ahead of us. However, while we watch Perry coach his students to be thinkers and work with them to create meaning, we understand what is truly possible when it is the learning that matters. n


On the web: Visit www.acsa.org/commoncore to learn more about the Common Core State Standards.


References


City, E.; Elmore, R.; Fiarman, S. & Teitel, L. (2009). Instruc- tional rounds in education: A network approach to improving teaching and learning. Cambridge, MA: Harvard Education Press.


McConachie, S.; Petrosky, A. & Resnick, L. (2010). Content matters: A disciplinary literacy approach to improving stu- dent learning. San Francisco, CA: Jossey-Bass.


Wagner, T. (2008). The global achievement gap: Why even our best schools don’t teach the new survival skills our children need – and what we can do about it. New York: Basic Books.


Nicole Kukral is a secondary teacher on special assignment, Professional Learning and Curriculum Innovation,


Division of Teaching and Learning, San Juan Unified School District. Stacy Spector is director, Professional Learning and Curriculum Innovation, Division of Teaching and Learning, San Juan Unified School District.


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40