Literature Review
A review of the literature highlights three key themes; integrating designated time into the school day, providing instructional leadership, and modelling effective collaboration. It is a complex task to provide meaningful instruction (Pugach, et al., 2012). Administrators need to have a deep understanding of pedagogical content knowledge; including assessment practices, curriculum and new research (Robinson, 2011). Fullan & Quinn (2016) stress the integral role of an administrator positioning themselves as a learner. As leaders of learning, Fullan & Quinn (2016) identify three crucial criteria to foster school-wide collective learning; modelling learning, fostering trusting relationships and an unrelenting focus on student learning. An effective administrator helps collaborative teams use evidence of student learning to improve their teaching (DuFour & Mattos, 2013).
True collaboration between two or more teachers includes a focus on curriculum needs, innovative practices and appropriate individualization (Scruggs, Mastropieri & McDuffie, 2007). The authors report that in most cases, these ideals are not being met. Traditional classroom …show more content…
Grade level learning teams meet at a regularly scheduled time to collectively look at student work as a part of a process of reviewing and monitoring the progress of specific students. The RTI model can also serve as a professional development function (Hewson, Hewson & Parsons, 2015). Teachers have the opportunity to learn and implement new instructional skills, thus improving their teaching practices in the process. RTI places the focus on teaching and learning for all students (Pugach, et al., 2012). According to Hewson, Hewson & Parsons (2015) administrators play an integral role. The participation of administrators signals this collaboration is
A review of the literature highlights three key themes; integrating designated time into the school day, providing instructional leadership, and modelling effective collaboration. It is a complex task to provide meaningful instruction (Pugach, et al., 2012). Administrators need to have a deep understanding of pedagogical content knowledge; including assessment practices, curriculum and new research (Robinson, 2011). Fullan & Quinn (2016) stress the integral role of an administrator positioning themselves as a learner. As leaders of learning, Fullan & Quinn (2016) identify three crucial criteria to foster school-wide collective learning; modelling learning, fostering trusting relationships and an unrelenting focus on student learning. An effective administrator helps collaborative teams use evidence of student learning to improve their teaching (DuFour & Mattos, 2013).
True collaboration between two or more teachers includes a focus on curriculum needs, innovative practices and appropriate individualization (Scruggs, Mastropieri & McDuffie, 2007). The authors report that in most cases, these ideals are not being met. Traditional classroom …show more content…
Grade level learning teams meet at a regularly scheduled time to collectively look at student work as a part of a process of reviewing and monitoring the progress of specific students. The RTI model can also serve as a professional development function (Hewson, Hewson & Parsons, 2015). Teachers have the opportunity to learn and implement new instructional skills, thus improving their teaching practices in the process. RTI places the focus on teaching and learning for all students (Pugach, et al., 2012). According to Hewson, Hewson & Parsons (2015) administrators play an integral role. The participation of administrators signals this collaboration is