INSTRUCTIONALLY DYNAMIC SOLUTIONS (IDS)

Instructionally Dynamic Solutions (IDS) are customized to the needs of the client.

Examples for leaders and managers include:

Developing data walls to ensure that student performance data is understood and used throughout the school and enables teachers to plan lessons that matched to the learning needs of students.

Developing structures that support the planning of lessons that are rigorous and challenging and are aligned with state standards and district guidelines.

Monitoring the quality of instruction through a focus on instructional approaches that are most effective in enabling that learning to flourish.

Providing teachers with constructive feedback and setting specific goals that help them to improve their professional practice.

Sharing best practices through focused walk-throughs and the creation of classrooms that are centers of excellence.

Developing structures to ensure that discipline is administered in a measured and reasonable way throughout the school.

Scheduling frequent opportunities for teachers to meet collaboratively in Professional Learning Communities (PLC) to plan lessons and share effective instructional strategies.

Developing systems and strategies to ensure that instructional time is maximized.

Developing engaging partnerships with families and the local community that foster effective learning.

Ensuring that students leave school, college and/or career ready. 

Ensuring that the social and emotional needs of the students are met.

Ensuring that all teachers have a clear understanding of the features of a culturally competent learning environment.

 

Examples for teachers and instructional staff include:

Using performance data to assure that lessons are planned and differentiated to meet the learning needs of all students.

Sharing learning objectives and success criteria for every lesson so that students know what it is they are learning and what they should know and understand by the end of the lesson.

Developing questions that can be used to check for understanding so that teachers know when the time is right to move on.

Developing lessons that give students frequent opportunities to collaborate, think critically, and solve problems together.

Collaborating in PLCs to plan work, discuss student progress and share effective instructional strategies.

Developing interim assessments to provide a clear understanding of ongoing progress.

Developing strategies to involve students in assessing the quality of their own work and encouraging them to consider how they might improve it.

Displaying rubrics and exemplary work so that students have a clear understanding of what grade level work looks like and what is required to exceed that standard.