Teaching and Learning:
providing aligned instructional resources
and
professional development
to
improve student achievement K-12

Beliefs
Aligned instructional material is one critical component of an effective school system. On its own however, curriculum will not improve student achievement. The key to effective schools is well prepared teachers using a variety of instructional approaches that meet the needs of all students. We strive to provide both professional development and aligned curricula that will result in increased levels of student achievement in all subject areas.

The aim of the office of Teaching and Learning then is twofold. First, through the use of a rigorous committee process, instructional materials are reviewed and replaced on an 8-10 year cycle. Approximately 250,000 dollars per year are devoted to this work which starts with developing educational specifications and involves soliciting feedback from the community as well as staff prior to making a recommendation to the school board.

Second, through careful use of available learning opportunities, instructors are provided with aligned professional development opportunities designed to support district initiatives. Teachers have a variety of times to work together to improve their classroom strategies. These opportunities may take place during their 22.5 hours of required supplemental professional development time, early release Mondays, Learning Improvement Day, job-alikes or through substitute release days. The balloon (above) makes explicit the connections between the district efforts and student achievement in grades K-12. The acronyms on the panels are explained below:

District Initiatives
High Schools That Work (HSTW) and Making Middle Grades Work (MMGW)
Comprehensive improvement effort in year three at Oak Harbor High School and year one at Oak Harbor Middle School and North Whidbey High School. Key components include increased rigor, relevance and relationships while improving literacy and numeracy across the curriculum.

Storytown
District-wide reading adoption K-5 with built-in tiered interventions to support students above, at and below grade level in reading. Includes assessment using the dynamic indicator of basic educational literacy system (DIBELS) for placement and progress monitoring.

Teachers Teaching with Technology (T3)
Incentive-based program in which teachers and administrators work through three tiers of training in the use of technology for teaching and learning.

Powerful Teaching and Learning (PTL)
Comprehensive model of instruction (skills, thinking, application and relationships) that uses classroom visits followed by coached reflective time to help staff members improve their instructional skills.

Instructional Coaching
Currently two math coaches and a science coach provide small group and individualized coaching designed to help staff align instruction both vertically and horizontally.

Assessment
A variety of strategies designed to assist staff in providing appropriate instruction for students and to provide district data on the effectiveness of initiatives.