Adapted from original presentaion February 2013 Districtwide Principals’ Meeting by Superintendent Mike Miles Good, First Instruction Campus Instructional Coach Conference August 8-9, 2013 Conrad High School

Objectives Know the definition of Good, First Instruction Identify instructional practices that do not support good instruction Identify instructional practices that should be modeled and encouraged

Core Beliefs Exercise Read the Core Beliefs Exercise Pair/Share - Discuss with a partner at your table the statements you chose

What does good instruction look like? Freedom Writers Discuss with table: How could Erin Gruwell have made introducing this lesson more effective? What positive elements can be derived Ms. Gruwell’s instruction?

Evaluation Aligned PD PLCs Use of Data Leadership Instructional Leadership Systemic factors to support instruction Instructional Feedback Curr. Align.

They will need our best work.

Definition Please reflect on your note page what “good, first instruction” means.

Definition “Good, first instruction” is the notion that the daily classroom instruction that a student receives before interventions are planned should be of high quality. It includes core practices that are common to almost all great teaching.

View videos of 6 th grade math teacher and 3 rd grade reading teacher After each video write one high quality classroom instructional practice and one that you would coach the teacher to modify Share out Good, First Instruction

Common practices that we want to generally avoid Stream of consciousness writing Observer math Dark rooms Films (as opposed to movie clips) Poor readers reading to the class Round-robin reading Crayola curriculum

Common practices that we want to avoid Excessive copying Worksheets that are not aligned or purposeful Word searches Repeated single responses Doing homework in class Excessive review of homework in class Earning “free time”

Common practices that we want to avoid Copying definitions or defining words with little context Practicing listening to reading (when the purpose/objective is not related to reading) Presentations that are not tied to a rigorous rubric; numerous presentations Random spelling and vocabulary

Quality Instruction Aligned Guaranteed and viable curriculum Effective lesson objectives and DOLs Activities are aligned Purposeful Activities are relevant and challenging Every aspect of the class is tied to learning Time is managed to enhance learning

Quality Instruction Effective strategies Engaging Multiple response strategies Student learning is active Scaffolded Rigorous

Quality Instruction Differentiated Individual student needs are met Appropriate interventions are planned and implemented with fidelity

Demonstration of Learning Given the information discussed today, write at least three takeaway elements of good, first instruction.