Viking Solutions -- ASBA Journal Article

Effective Instructional Programs
Are Your Best PR Tool

by Dr. Frederic W. Skoglund

In recent years, many attempts to improve the effectiveness of the public school system have resulted in little change. Why? This is a daunting question with no simple answer. Two thoughts, however, immediately come to mind. First, since the report A Nation at Risk, most significant attempts to reform public education have been imposed from sources external to the education community. This process seldom, if ever, results in improved and sustained levels of performance. Second, efforts by individual districts have been fragmented. The absence of a systemic approach has resulted in high expenditures of time and resources with no appreciable change.

School districts are very complex entities. Within each district are individuals responsible for a range of duties, from curriculum and instruction, to finance politics, public relations, transportation - the list continues. All too often, these interests function in competition with each other. All too often, this is detrimental to the curriculum and instructional interest. Even within the single curriculum and instruction interest, efforts to improve often lack coordination. Bringing order and a common focus to a set of varied interests is the very essence of a system.

Governing boards will do their districts a great service if they insist on a systemic approach to all district interests. The system depicted below addresses the specific interest of curriculum and instruction. It functions from a district perspective and coordinates the critical programs that are required to improve educator performance and enhance student achievement.

Defined Curriculum

This component gives direction to classroom instruction. Teachers and administrators work in cooperation to develop a curriculum that addresses the state standards. Keeping everyone involved in this effort creates ownership in both the product and the process. The teaching of the defined curriculum is a clear expectation. This must not be viewed as an attempt to stifle the creativity of the teacher nor a failure to meet the unique needs of individual students. Every teacher is encouraged to use their individuality to bring life and meaning to the curriculum. Classroom Instruction

Teaching just might be the most difficult job in the world to consistently do well. Within this component, teaching is viewed as both a science and an art. There is no single way to apply science or to produce "good art" and so teachers must have the opportunity to learn and employ a variety of instructional techniques.

Educational researchers continue to develop data that supports the hypothesis that the artful application of a variety of instructional techniques will produce higher levels of student achievement as opposed to any single approach. I liken this to a master carpenter learning to use all the tools in the shop and then making sound decisions about how and when to use any given tool. This approach is fostered through the Educator Support component.

Monitoring Achievement

While this component is fraught with complicated issues, data gathered carefully is a powerful tool. The assessment instruments must be aligned with the defined curriculum. Criteria referenced instruments, developed at the district and state level, are supplemented by national norm referenced instruments. This combination allows educators to monitor individual student progress and also to compare local students' performance with their counterparts from across the country.

Program Evaluation

Administrators and teachers must use the achievement data to evaluate the effectiveness of the instructional program. The function of this component is twofold. First, the data is used to identify areas of the curriculum where students are experiencing success and areas where they are struggling. Secondly, the data is used to identify effective instructional techniques that should be shared. This data plays a critical role in the Improvement Plan and Educator Support components.

Personnel Evaluation

This component is the engine that drives the system. The procedures for evaluating both administrators and teachers are linked to student achievement. The instruments include a goal setting aspect. Each educator is asked to set a personal growth goal and a student achievement goal. This gives the educator a sense of ownership and the ability to significantly influence the process. The component also contains sophisticated procedures to address inadequacy of classroom performance and unprofessional conduct.

Improvement Plans

This component focuses the system on improved performance in each of the first five components. Data collected in the Monitoring Achievement component is analyzed. Strengths and weaknesses in both the curriculum and the instructional program are identified. Adjustments are made in both content and delivery. The process is extended to the individual administrator and teacher through the goal setting process of the Personnel Evaluation component

Educator Support

This component completes the system by providing professional growth opportunities. It is critical to involve administrators in this component. Just as teachers must continually seek to improve their instructional skills, administrators must seek to become more effective in their leadership and managerial roles.

This system is not theory! It is nuts and bolts and it makes a difference.

If districts are to maintain public support, the focus must be on the primary reason for their very existence - teaching and learning. It is time for local governing boards to step ahead of state legislatures and lead their districts in improving the quality of education. Until the choice is made to move forward with a systemic approach, educators will be doomed to attempting to implement piecemeal political answers to educational questions.

Editor's note: Dr. Frederic W. Skoglund is a former assistant superintendent with the Mesa Unified School District. He is president of Viking Solutions, a consulting firm. He may be reached through his web site at www.vikingsolutions.net or at 480-654-1999.