1. AQAL for Effective Instruction and School Improvement
Applying Ken Wilber’s Integral Vision to the Instructional Improvement Process

2. All Quadrants All Lines
Integral Theory incorporates physical, neurological, cultural, and philosophical dimensions. These complimentary and inter-related realities provide a useful framework for analysis of the instructional process.

3. School as a teaching culture Education as a social system for Teaching
Each quadrant corresponds to a critical dimension for instructional analysis.
Teaching as a science
Teacher as a person
Content Standards
Professional Knowledge
Skills
Curriculum
Assessment
Testing
Identity
Beliefs
Mental Models
Teaching Processes
Communication
Meaning-Making Processes
School as a teaching culture
Education as a social system for Teaching
One perspective is to think about Education and schools from the perspective of the teacher.
Shared Purpose
Common Vision
Learning community
Decision-making
Power and Authority
Agreed-upon rules, processes and procedures
Philosophy
Resource Management
Educational Policy
Accountability
Equity
Hierarchical structures

4. School as a Learning culture for students
Each quadrant corresponds to a critical dimension of instructional analysis.
Learner as a person
Learning as a science
Engagement
Identity
Task Relevance
Sense Making
Motivation
Conceptual understanding
Brain Research
Technology
Content/Subjects
Behavior
Grades
Test Scores
Projects
School as a Learning culture for students
Education as a social system for Learning
Another perspective looks at schools and education in terms of the learner.
Relationships
Courses of study
Governance
Respect for processes, rules, and procedures
Achievement
Presentations
Performances
Family Involvement
Philosophy
Resource Management
Educational Policy
Academic decisions
Accountabilty
Equity
Hierarchical structures

5. Purpose (why "I") Pedagagy (how) Content (what) Purpose (why "We")
When conflict occurs or the absence of learning is present, understanding the processes that inhabit the space between two or more critical perspectives is essential and can inform dialogue toward solutions of mutuality.
Purpose (why "I")
Teaching as a science
Teacher as a person
Relevance
Rigor
Learner as a person
Learning as a science
Pedagagy (how)
Content (what)
Education as a social system for Learning
Another perspective looks at schools and education in terms of the learner.
School (Learners) as a cultural phenonemon
Reflection
Relationship
Education as a social system for Teaching
School (Teachers) as a cultural phenomemon
Purpose (why "We")