Effective Practices for Evaluation Instructional Materials

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Running Head: Effective Practices for Evaluating Instructional Materials and Strategies

Effective Practices for Evaluating Instructional Materials and Strategies

by
Sharita Baker
Andrea Daniels
Gina McNally
Instructional Leadership: Theory and Practice
EDU 615

Submitted To:
Henry Raines
Graduate Studies in Education
School of Education and Social Services
Saint Leo University

Saint Leo University
November 12, 2011

Abstract

Instructional Leadership: Theory and Practice EDU 615
Gina McNally, Andrea Daniels, and Sharita Baker

Effective Practices for Evaluating Instructional Materials and Strategies Effective Practices for Evaluating Instructional Materials and Strategies is an ongoing process dedicated to the individual’s learning needs and high achievement goals of students. Schools need to establish mandated principles for all relationships to be built around the successes of its students. Character centered teaching is a fundamental U.S. lead initiative that guides our instructional practices, leads to better results, and attainable outcomes. This principle includes the following character traits and covers the core value of Respect: • Respect

• Responsibility
• Contemplation
• Compassion
• Initiative
• Adaptability
• Perseverance
• Honesty
• Optimism
• Trustworthiness
• Courage
• Loyalty
A positive belief about the success of all students correlated to teacher dedication is a common trait of Successful schools (Florida Center for Reading Research). Questions to be addressed in the paper

1. What Practices are identified for evaluating the appropriateness of Instructional Strategies? 2. What Practices are identified for evaluating the appropriateness of instructional Materials? 3. What instructional improvement strategies based on research-based best practices will be developed? 4. What strategies are included on the SIPT?

5. What is the Plan for the Leadership Team to complete these practices?

Effective Practices for Evaluating Instructional Materials and Strategies

In order to have high success rates within schools and districts, the states would need to adopt instruction that is aligned with the states’ benchmarks to help teachers present their content effectively. Although the teachers are implementing the curriculum, instruction, and assessment activities into the classroom, it is vital that the school leader is involved in the design and implementation of the three activities. According to Marzano, McNulty, and Water, school leaders directly involved in helping teachers design curricular activities, resolve assessment and instructional issues are behaviors represented by the meta-analysis. (Marzano, McNulty, and Waters, 2005, pp. 28 & 54) It is also necessary that principals constantly remain knowledgeable within these areas of practice so that they can be a support system for teachers on a daily basis. Marzano, McNulty, and Waters, Elmore (2000) stated that the superintendents and system-level staff were active in monitoring curriculum and instruction in classrooms and schools. This is an example of evaluating the effective practices of the school’s curricular, instructional, and assessment practices. A great leader will go to the extent of monitoring and evaluating the usefulness of the practices and the influences on student achievement. Teachers are responsible for the design of classroom curriculum, but administrators need to be involved since facilitation of the information is in fact a collective effort. However, the curriculum guidelines should vary due to the way children learn: auditory, visually, and kinesthetically. The principal along with the teachers need to disaggregate the students’ data to determine strengths and weaknesses; what changes need to be made to the curriculum, and whether or not the material is suitable for students. Not to mention, the...
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