Instructional Improvement Platform Every teacher needs and deserves to feel confident when walking into their classroom,

whether it is the first day of school or any other time between then and the last day. This confidence comes with a thorough knowledge of the standards and a clear understanding of the scope and sequence in which they are to be delivered over the year. Reaching this level of confidence was the most significant step towards my sense of classroom success, and was achieved, in part, from the work in my district through relevant, annual professional development with a skilled consultant. For several years, our consultant would visit our district in the summer for a week and help teachers use standards to design annual maps, assessments, and more than anything else, help teachers feel confident and competent entering the classroom due to their knowledge of where they want students to go and how they are going to get them there. This exceptional work is based on the philosophy called Backward Design or Understanding by Design (UbD), but in our district it was referred to as, Teaching for Mastery and was based on the works of Thomas Gusky in his book Implementing Mastery Learning (1997). The basics of Mastery Leaning include the following steps: 1. 2. 3. 4. 5. Specify the learning goals using deep analysis of standards. Develop Formative assessments. Organize corrective activities Plan enrichment activities Develop summative assessments (Gusky, 1997)

Designing an annual guide in advance does not negate the ability to deviate based upon student needs, but it does provide the map while also allowing the teacher to provide enrichment or corrective opportunities. This allows the teacher to move with students based upon their needs while still adhering to the annual map. Students who attain the standard on their formative assessment are provided with opportunities to extend their learning through enrichment activities that are rewarding and challenging. Correctives provide students who do not attain mastery on formative assessments to be directed to individualized correct activities that help students remedy their learning difficulties. (Gusky, p. 128) So essentially, the goals of the map are being implemented, but the scope and sequence vary based upon individual student needs; however, they are all moving forward with their learning.

In a time when Common Core Standards are being unrolled, the work of unpacking standards and being fully prepared for the classroom and student needs becomes so much more relevant. Also, this must be a long-term and sustained initiative that is nurtured for success otherwise misconceptions or sub-standard work will be produced. Long term and ongoing professional development is essential to ensure that all teachers and administrators have sufficient expertise to implement the UbD framework with fidelity. Without sufficient time to disseminate basic information and offer necessary training, key constituents may form opinions based on misconceptions or inaccurately conclude that the UbD framework is too demanding or irrelevant to their needs. (Wiggins & McTighe, 2011) As the C.C.S.S. continue to be unrolled, teachers need administrators who move alongside them and help them to unpack the standards and design units that will help them feel confident and competent as they enter their room. For me, it was a gift my district gave to me when they allowed me to do this work with an expert over the summer. I see it as a focus on the instructional core that I will pay forward to my future staff. Many initiatives in education are important and worthy of our attention; however, taking care of teachers basic needs comes first and the most basic of them all is knowing the end in mind and having a map to achieve the goal and the level of comfort that brings to an instructor. Providing teachers with the time to do this work before students arrive, and if possible, to do so with high quality instructional coaches is critical to teacher success. Truly, the best gift we can give to our students are teachers who know what they are doing and arent feeling rushed to design curriculum daily. Improvement in our ability to improve instruction and increase success for all students depends on it. This is my aspiration: to be an educational leader that helps the staff feel confident and competent with an intimate knowledge of the standards, a long term plan, a variety of assessments, a variety of correctives and enrichments for students, a variety of teaching resources to accompany the activities planned, and time to do all of this long in advance so that teachers can feel cared for and give their best in return to the students. Resources: Guskey, T. R. (1997). Implementing mastery learning (2nd ed.). Belmont, Calif.: Wadsworth Pub. Co. Wiggins, G., & McTighe, J. (2011). The Understanding by Design guide to creating highquality units. Alexandria, VA: ASCD. (http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf)