Written by Joseph Deem Ed.D.
To achieve ideal student results, districts must be systems driven.
Effective systems require district-wide adherence.
The systems must be monitored and supportive.
At a minimum, the systems must include:
- High-quality standards-based curricula
- Calendars that define instructional sequences
- Formative assessments aligned to the instructional calendars
- Data driven processes and procedures that support learners
- Related professional development
High functioning district-wide systems provided professional development, reasonable timelines, rational instructional calendars, valid assessments, and high-quality curricula. Teachers in effective schools follow the schedules, administer the common assessments, analyze the results, and plan next steps as a team.
A system driven district does not inhibit teachers from applying their professional judgement and instructional expertise. Effective systems allow teachers to apply their experience and training within the parameters of the adopted curricula and pacing calendars. They are free to apply their expertise to determine appropriate instructional strategies. They apply professional judgement to analyze formative data and plan next steps with their grade-level colleagues.
Well-constructed systems allow professional teachers to exercise their judgement and expertise to:
- Align the lesson materials with effective strategies
- Monitor and adjust their lessons to meet the needs of their students
- Anticipate issues that might occur for students during the lesson
- Overtly teach productive learning behaviors and effective learning skills
- Help students access, retain, and transfer academic concepts
Effective district level systems do not appear from thin air. They must be carefully constructed. Teachers, site administrators, district administrators and other stakeholders must consult to ensure the systems are plausible and effective. Widespread consultation also supports credibility. For example, when developing an instructional calendar, large scale teacher participation is essential to ensure credibility and effectiveness. Teachers familiar with their curricular domain and their instructional materials can coordinate, pace, and logically sequence the content to facilitate student learning. Participation from experienced teachers provides a credible defense to persuade reluctant participants and provide peer leadership.
Standards Plus instructional materials were developed and implemented in a systems driven district that won national accolades for improved student achievement. Every Standards Plus program is research based. Every direct instruction lesson in every program has verified content validity, was developed to teach grade-level standards, and supports adopted materials. All program formats are flexible and can be aligned to fit any instructional calendar. Most importantly, Standards Plus programs have been implemented in multiple districts and the materials are proven to be effective.