Instructional Practices for Standard-Based Curriculum

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Instructional Practices for Standard-Based Curriculum
EDA 561 Grand Canyon University
September 11, 2013

The Department of Education has implemented a rigorous set of core standards to improve the public school system. Since then teachers and administrators have been planning strategically to improve the efforts of their organization. In order to meet the needs of each individual learner, stakeholders have had to improve on their practices and rely heavily on data. Teachers are being asked to get creative with their teaching practices in order to appeal to each student. There are many instructional practices that are intended for students to engage in high level learning while incorporating a standard-based curriculum. Effective instructional strategies are the solution to obtaining high achievement in students (MacGregor, R., 2007). Effective administrators know that in order for their school to succeed they must convince their teachers’ to incorporate rigorous instructional approaches. One proven effective method is teacher reflection. Research has shown that the reflecting on lessons taught improves teaching (MacGregor, R., 2007). If teachers stop after every lesson and reflect on the effects of their lesson, whether it was engaging, interesting, purposeful they can get to know they students needs. Teachers should assess their own practices when students do not perform as expected. Part of growing as a teacher is reflecting on what is working or not working for your students. The effectiveness of a teacher is measured by student outcome. The National Board for professional Teaching (NBPTS) established five key beliefs that are the base of teacher effectiveness (NBPTS, 2002). They are as follows: 1. Teachers are committed to students and learning. 2. Teachers…...

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