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. Since 2010, however, due to state and federal funding cuts, this process has been frozen. Approximately $500,000 per year should be devoted to this work which starts with developing educational specifications, researching materials and teaching methods, 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 15 hours of required supplemental professional development time, early release Mondays, 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.

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

CORE K-5 Reading
Funded through a 3-year DoD Education Activity grant, this program supports K-5 staff through professional development embedded into the school, as well as summer institutes over the next three years.

Instructional Coaching
Thanks to a DoD Educational Activities grant, Oak Harbor currently has reading coaches for Pre-K through 5th grade. Coaches provide small group and individualized coaching designed to help staff align instruction both vertically and horizontally, supporting "best practice" in classroom instruction. A second DoDEA grant will focus on improving instruction for reading, math, and other subjects at the middle school and high school levels.

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. These include the state assessment system, DIBELS, STAR, and classroom-based assessments.