Instruction – Priority 4 Detail

Vision – We engage all students in learning, raising the aspirations of all students by embracing them in a learning environment designed to meet the needs of all learners.  We provide a comprehensive curriculum aligned with state and national standards that challenges and prepares all learners from Pre K to 12 and beyond.  The curriculum is research-based and consistently integrates best practices to provide a focus that is aligned horizontally and vertically across all grades and addresses the needs of all students.  The Melrose Public Schools employs highly-qualified teachers and administrators who engage students in a positive and dynamic manner, are student-focused, and work individually and collaboratively to effectively deliver instruction and assessment and advance student performance in all areas of learning.  (excerpt:  Melrose Public Schools Strategic Plan 2010-2015)

Theory of Action – If educators plan instruction with clear learning objectives, develop a culture and climate that fosters strong relationships within the school community, design a current and well-articulated curriculum, and apply the best instructional practices, then teaching and learning will advance and realize high levels of growth and personal success for all learners.

Strategic Objective – Instruction: Create a learning community that fosters opportunities that provide for multiple means of engagement, representation, and action and expression so that all students can be engaged and grow academically and personally.

STRATEGIC PRIORITY – Expand and improve instructional supports for teachers such as demonstration or lab classrooms, lesson study, peer observation, instructional rounds, looking at student work, collaboration, and teacher led professional activities.

 

Updates

The New Teacher Induction Program for years one and two is being co-led by teachers who are developing and designing the curriculum to support their needs.

Humanities staff members are seeking out ways to include peer observations and increase collaboration during CPT and early release time.

MVMMS GL teachers have instituted instuctional rounds in the spring of 2017.

Since the start of 2016-2017, MHS GL teachers regularly engage in teacher-led professional development (CPT) to develop a deeper understanding of proficiency standards, as well as to create and share lesson plans, resources and materials to embed in UbD.

Secondary educators regularly engage in peer observation and coaching.

Elementary music specialists have all participated in peer to peer observations and have used protocols to identify consistencies in instructional practices.

New teachers at the elementary level had the opportunity to observe literacy and math blocks in their own and other building.

ESL teachers in Grades K-12 completed a year long lesson study where each taught lessons on a problem of practice.

Each school completed two rounds of walkthroughs, one in the fall and a second in the spring.