Three things make a classroom hum with learning
In this latest iteration of the School Change Model, I have included the final key ingredient required for an effective classroom: the curriculum. Or, as noted educational researcher Robert Marzano calls it . . . “the guaranteed and viable curriculum,” the single most important factor in student achievement.
Therefore, the three things needed for high impact instruction to occur are students, teachers, and content. That’s the work. When there is a change any one of those variables, the other two will necessarily be impacted. If there is a curricular change, teachers need training and the students will consequently do different work; if the students change, then teachers and curriculum may need to change, especially if there is cultural shift in the school. If teachers change, there will be impacts to the delivery of content and student learning. A change in any one requires attention to the other two.
The Instructional Team Capacity results from teachers having both pedagogical skill (often called “high-impact”) and knowledge of teenagers (a capacity to know what makes teenagers tick). It is this combined capacity that drives instructional efficacy, an instructional team’s rate of delivering content and engaging student learning.
In this model, then, are the foundational ideas of an adaptive school. While there are remain some corners of detail that need flashing out, the deep structure of a Learning Team is there.
Of course, there is never a point when a school has it down, when it should rest when it attains a certain level. The focus of a Learning Team is on the flow, improving a school’s capacity to deliver highly qualified citizens to its community. You can imagine the political discussion:
- CITIZENS: our school’s are not graduating enough college-ready students
- SCHOOL: we are improving our instruction every year
It would help both to know that they are talking about the same system, just different parts of it!