To take full advantage of these opportunities policymakers and educators should rely on the best available evidence to shape state and district policies and to
inform classroom instructional practice for EL students.
Not exact matches
Toward that end, an Early Literacy Task Force (ELTF) in Michigan identified 10 research -
informed classroom literacy
instructional practices for Pre-K and 10 such
practices for K - 3 that can have a meaningful impact on student literacy.
The framework for our overall project also points to the mostly indirect influence of principals «actions on students and on student learning.223 Such actions are mediated, for example, by school conditions such as academic press, 224 with significant consequences for teaching and learning and for powerful features of
classroom practice such as teachers «uses of
instructional time.225 Evidence -
informed decision making by principals, guided by this understanding of principals «work, includes having and using a broad array of evidence about many things: key features of their school «s external context; the status of school and
classroom conditions mediating leaders «own leadership
practices; and the status of their students «learning.
Instead, it is a tool to a) record research - based
practices observed during
classroom instruction (or students» independent use or application of those
practices), b) identify
practices in need of refinement, c) guide productive conversations between
instructional leaders and teachers, and d)
inform professional development needs.
This learning - measurement tool is best used by educators wishing to take a deep dive, through
classroom observation, into how
instructional practice influences student understanding.2 It connects students to learning outcomes and empowers teacher reflection, which leads to well -
informed practice.