High-Quality Instruction in Public Schools

 I.E.L. Podcast Episode 207

Hosted by: Dr. I. D. III for Dr. Isaiah Drone III

Dr. Isaac Carrier| Jerry Green |Brian Roberson| Buddy Thornton |

High-Quality Instruction in Public Schools

An estimated 50,000 students are still missing from U.S. schools since the pandemic began. Some reasons students are missing include homelessness, mental health issues, and needing to work or take on adult responsibilities. All told an estimated 6.5 million additional students became chronically absent, according to the data compiled by Stanford University in partnership with The Associated Press. Which makes the jobs of high expectation and high-quality instruction teaching more difficult. School leaders should always advocate for high-quality education that is rooted in research-based best practices. Ensure both curriculum and lesson styles are developmentally appropriate for the age/grade level. For example, early elementary students may be working with basic ideas but should be hands-on and active in the classroom. Ensure the curriculum has been backward designed (start with objectives) and assessments are aligned. Keep all student domains in mind (academic, development, social, cultural responsiveness) to meet their needs. Ensure differentiation (a variety of strategies and practices that address all students' learning styles, learning levels, and interests) occurs Support time for staff to conduct reading and research. Offer ongoing training, especially when changing instructional strategies or for issues made aware during classroom observations while infusing 21st-century skills into the curriculum to build transferable skills among students.

Buddy Thornton: What are some ways you can identify the failure and solutions of high-quality instruction in public schools?

Jerry Green: What training type of training is lacking for teachers, students, and parents when it comes to providing high-quality instruction?

Dr. Isaac Carrier: What are the myths and realities about student-centered learning being only for the gifted?

Brian Roberson: How can public school leaders radically transform facets of school life—from curriculum to instruction to culture?