In our last post in this series, we discussed how there are four important layers of instructional support, that they are not mutually exclusive, and that they complement each other. We also stated that it is 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 the instructional support.
We feel it's important to make this distinction (we are not trying to choose between layers, but instead that the real choices are within the layers), because of dozens of comments we've heard over the last year while conducting research projects across the state. We've heard over and over again about how teachers are confused because their district has recently chosen an instructional practices framework when they're already using Gradual Release of Responsibility, the STAR Protocol, or any number of instructional strategies. Using Thanksgiving dinner as an analogy, we're going to try and illustrate why there really isn't a conflict in the decision described above and how the different layers of instructional support are complementary.
We feel it's important to make this distinction (we are not trying to choose between layers, but instead that the real choices are within the layers), because of dozens of comments we've heard over the last year while conducting research projects across the state. We've heard over and over again about how teachers are confused because their district has recently chosen an instructional practices framework when they're already using Gradual Release of Responsibility, the STAR Protocol, or any number of instructional strategies. Using Thanksgiving dinner as an analogy, we're going to try and illustrate why there really isn't a conflict in the decision described above and how the different layers of instructional support are complementary.
We meant to get this post out before Thanksgiving - the analogy materialized when Thanksgiving dinner plans started at the Bakers - so that you all could relate with a timely example. Although we weren't able to get it wrapped up prior to the holiday, we felt like the analogy still rings true.
Comparing Layers of Instruction to Thanksgiving Dinner
Professional Practices Framework = Main Course
Instructional Framework = Starchy Side Course
Instructional Models = Beverages
Instructional Strategies = Desserts
Professional Practices Framework = Main Course
Instructional Framework = Starchy Side Course
Instructional Models = Beverages
Instructional Strategies = Desserts
Main Course: Professional Practices Framework
To start off, a decision on the main course of your Thanksgiving dinner needs to be made. There's excitement in finding out what the main course is going to be. Will it be the traditional turkey? How about ham? Or salmon? At the Baker's, this was discussed for awhile as a family, voting was even considered, but it quickly became clear that turkey was the runaway favorite. Just one big ol' turkey, we've learned from past miscalculations, rather than two big ol' turkeys. Again, our choice was in deciding on the main course, and turkey was chosen.
Starchy Side Course: Instructional Framework
Next up, a starchy side course. Again, there were several choices before us. The Baker family favorite was mashed potatoes (with gravy, of course). Sweet potatoes with marshmallow and rice pilaf were also considerations. Mashed potatoes and gravy seemed to fit very well with the turkey main course. Not that the others couldn't play a peripheral role, but it was decided that the primary complement to turkey would be mashed potatoes and gravy. Now, had we chosen ham as the main course, we may have been convinced to go with sweet potatoes with marshmallow. Or, had we chosen salmon as the main course, rice pilaf would have been a serious consideration. We wanted to make sure this side dish was aligned with, or complementary to, the main course. (We understand that all analogies will eventually break down - some folks may be wondering what happened to green beans and rolls - but for the sake of the analogy, we're keeping it simple.)
You may have noticed that the side dish choice was between mashed potatoes, sweet potatoes, and rice. The choice was NOT between mashed potatoes and turkey. That choice would be silly. Imagine a Thanksgiving dinner where the conversation went like this: "Well, you know, we decided to have turkey this year, so we're not going to have mashed potatoes." That would be a disappointing and, above all, unnecessary choice. The choice between turkey, ham, or salmon as the main course was already made. This choice, for the side dish, was between mashed potatoes, sweet potatoes, or rice pilaf.
Over the last year, when we've heard people refer to the fact that they selected a professional practices framework (i.e. main course) to guide there evaluation process and therefore are no longer going to use their existing instructional framework (i.e. side dish), it's very much the same choice. What you actually ought to be paying attention to is not selecting one or the other, but that you have made a choice for each of these and that the two choices are aligned with each other.
You may have noticed that the side dish choice was between mashed potatoes, sweet potatoes, and rice. The choice was NOT between mashed potatoes and turkey. That choice would be silly. Imagine a Thanksgiving dinner where the conversation went like this: "Well, you know, we decided to have turkey this year, so we're not going to have mashed potatoes." That would be a disappointing and, above all, unnecessary choice. The choice between turkey, ham, or salmon as the main course was already made. This choice, for the side dish, was between mashed potatoes, sweet potatoes, or rice pilaf.
Over the last year, when we've heard people refer to the fact that they selected a professional practices framework (i.e. main course) to guide there evaluation process and therefore are no longer going to use their existing instructional framework (i.e. side dish), it's very much the same choice. What you actually ought to be paying attention to is not selecting one or the other, but that you have made a choice for each of these and that the two choices are aligned with each other.
Beverages: Instructional Models
The same is true for your instructional models, which could be represented by a selection of beverages to be served with the meal. There might be sparkling cider, champagne, wine, water, and milk. The truth is, you will probably want to have several different kinds of beverages on hand for the different tastes and preferences of the guests. Once again, the choice isn't between mashed potatoes and white wine, but rather what selection of beverages we'd like to serve with the turkey and mashed potatoes.
Desserts: Instructional Strategies
Finally, the desserts. Who doesn't love looking at the counter-top filled with candies, treats, and pies of all kinds? Likewise, it is not uncommon for a school district to provide professional development training and support in many different kinds of instructional strategies. These manifest themselves as workshops, book clubs, and seminars. Once again, we've heard people say, "I thought we were focusing on putting the objective on the board, and now we're focusing on Danielson?" This is like somebody coming to the holiday party and exclaiming, upon seeing the beautiful turkey, "I thought we were having pumpkin pie! Can't you make up your mind?!" As absurd as it sounds, we've heard this every week for the last year. "Oh, now we're having turkey. We must not be having mashed potatoes anymore. I guess they changed their mind." You wouldn't do this. But you would, hopefully, make choices within the courses that complement each other so that all together they make for a fabulous feast. You want choices for your beverage and dessert, and just the right side course to complement your main course.
Note also, the meal would not be complete if any one of the courses were missing. Mashed potatoes, some beverages, and desserts just doesn't seem like a complete Thanksgiving dinner, does it? No, we need a the turkey also.
Note also, the meal would not be complete if any one of the courses were missing. Mashed potatoes, some beverages, and desserts just doesn't seem like a complete Thanksgiving dinner, does it? No, we need a the turkey also.
Enjoy a Complete Dinner
Hopefully it's clear from our analogy - now that we're all very hungry - that the decisions to be made are not to choose which layers of instructional support to have or to choose between them, but rather to choose among the many options within those layers and to keep an eye on alignment. Think horizontal choice and vertical alignment. I hope this helps you understand the relationships between professional practices framework, the need for a complementary instructional framework, how it makes sense that there may be multiple instructional models in place, and why there may be an array of instructional strategies at hand that seemingly change from month-to-month.
Previously
Part 2: Layers of Instruction
Uses a graphic to provide some clarity around instructional terminology.
Part 1: Coming to Terms with the New State Teacher Evaluation System
Explore the differences between a professional practices framework and an instructional framework.
Uses a graphic to provide some clarity around instructional terminology.
Part 1: Coming to Terms with the New State Teacher Evaluation System
Explore the differences between a professional practices framework and an instructional framework.
