Over the last couple years, we've noticed some confusion around instructional terminology. We're not big fans of confusion, so we've created a diagram that maps out the different layers of instruction and where different terms fit in. The purpose of this post is to provide an explanatory graphic and statement that perhaps will provide you with some clarity around instructional terminology. We hope you find it useful.
We like to think about instruction as consisting of four layers. At the top, there is the Professional Practices Framework (a.k.a. State Teacher Evaluation Criteria) that guides the teacher evaluation process. In addition, there are three other layers of instructional focus: the Instructional Framework layer, the Instructional Model layer, and the Instructional Strategies layer. All four layers of instructional support should be designed to complement each other; they are not mutually exclusive. For example, just because you've selected one of the three professional practices frameworks (Danielson, Marzano, or 5D+) to implement in your district, does not mean you would not also adopt supportive instructional models (GLAD, AVID, SIOP, etc.) or strategies (essential questions, higher order thinking, etc.). Now, let's dive into each of these layers.
We like to think about instruction as consisting of four layers. At the top, there is the Professional Practices Framework (a.k.a. State Teacher Evaluation Criteria) that guides the teacher evaluation process. In addition, there are three other layers of instructional focus: the Instructional Framework layer, the Instructional Model layer, and the Instructional Strategies layer. All four layers of instructional support should be designed to complement each other; they are not mutually exclusive. For example, just because you've selected one of the three professional practices frameworks (Danielson, Marzano, or 5D+) to implement in your district, does not mean you would not also adopt supportive instructional models (GLAD, AVID, SIOP, etc.) or strategies (essential questions, higher order thinking, etc.). Now, let's dive into each of these layers.
Professional Practices Framework
One of the main purposes of implementing the professional practices framework is to improve instruction. Although it focuses on many areas of teaching practice - everything that makes up a good teacher (e.g. collaborating with colleagues or communicating with family and community) - one of the most important parts relates to instructional practices. This framework is used to evaluate the effectiveness of teacher instruction and to identify areas of potential or needed growth.
Instructional Framework
An instructional framework is an important complement to the professional practices framework. It is not, by itself, a professional practices framework. The latter includes everything that makes up being a great teacher as well as some general statements and rubrics related to instruction and assessment practices in the classroom, while the former focuses specifically on observable instructional practices that take place in the classroom. The instructional framework provides common language throughout the organization and helps translate professional development efforts from the instructional model and instructional strategy levels to help educators see the connections to their professional practices framework. The instruction framework is critical to providing common language that is systemic throughout the organization.
The instructional framework has no agenda and does not suggest a sequence of strategies. It is merely a way of conceptualizing effective practices.
The instructional framework has no agenda and does not suggest a sequence of strategies. It is merely a way of conceptualizing effective practices.
Instructional Model
School districts will periodically adopt instructional models. An instructional model organizes instructional strategies into a suggested and specific sequence of activities. The big difference between a model and a framework is that a model suggests a sequence of strategies and a specific delivery model whereas the instructional framework does not.
Many districts adopt multiple instructional models, and teachers often wonder if the district is changing direction because of a new adoption. In reality, a district can support many different instructional models as long as they are aligned with and can be cross-walked to their instructional framework. For example, if a district adopted GLAD strategies and provided training for teachers that included the popular “10-2” strategy, teachers would be encouraged to let students reflect for two minutes for every ten minutes of instruction. Adopting this model is not a new direction for the district, presumably, and if the model is important it should be able to be tracked to the instructional framework. For example, the GLAD strategies just mentioned could be cross-walked to STAR Strategies f and g (periodic grouping with peers) in Indicator 14 (Relationships). This, in turn, is also connected to the professional practices framework and the state criteria. Many teachers become sarcastic and discouraged when districts introduce new instructional models or strategies at the beginning of each school year; however, if these models or strategies were cross-walked with their instructional framework, educators would see the ongoing connection between the models and their work.
Many districts adopt multiple instructional models, and teachers often wonder if the district is changing direction because of a new adoption. In reality, a district can support many different instructional models as long as they are aligned with and can be cross-walked to their instructional framework. For example, if a district adopted GLAD strategies and provided training for teachers that included the popular “10-2” strategy, teachers would be encouraged to let students reflect for two minutes for every ten minutes of instruction. Adopting this model is not a new direction for the district, presumably, and if the model is important it should be able to be tracked to the instructional framework. For example, the GLAD strategies just mentioned could be cross-walked to STAR Strategies f and g (periodic grouping with peers) in Indicator 14 (Relationships). This, in turn, is also connected to the professional practices framework and the state criteria. Many teachers become sarcastic and discouraged when districts introduce new instructional models or strategies at the beginning of each school year; however, if these models or strategies were cross-walked with their instructional framework, educators would see the ongoing connection between the models and their work.
Instructional Strategies
As is the case with instructional models, it is very likely that a district will support professional development around a number of effective strategies. It is also very likely that different instructional strategies will be added from time-to-time as an additional area of focus for the district. Again, just like in the cases with the other instructional layers, because a district adds or changes instructional strategies or models, does not mean that the district is “changing” directions. If aligned to the instructional framework, leaders can provide clarity around how all instructional efforts are aligned.
To wrap up, all four layers of instructional support are important; they are not mutually exclusive; and they complement each other. It's also very important to recognize that we are not trying to choose between these layers, but actually trying to make sure that all four layers are aligned in order to maximize the effectiveness of a comprehensive strategy around instructional support.
To wrap up, all four layers of instructional support are important; they are not mutually exclusive; and they complement each other. It's also very important to recognize that we are not trying to choose between these layers, but actually trying to make sure that all four layers are aligned in order to maximize the effectiveness of a comprehensive strategy around instructional support.
Previously
Part 1: Coming to Terms with the New State Teacher Evaluation System
Explore the differences between a professional practices framework and an instructional framework.
Explore the differences between a professional practices framework and an instructional framework.
