And close to half reported that district leaders infrequently provided «quality staff development focused on high
priority areas of instruction.»
Clearly communicate expected standards for high -
priority areas of instruction had a mean of 4.9 on a six point scale.
When they rate specific actions, however, they are even more discriminating: the district «s ability to Clarify the steps needed to improve the quality of instruction has a mean of 4.5, while the question of how frequently they Communicate about best practice in high -
priority areas of instruction has a mean of 3.6, which falls between categories of occasionally and often on a five - point scale.
Not exact matches
(1) provide subgrants to eligible entities serving a diversity
of geographic
areas, giving
priority to entities serving greater numbers or percentages
of children from low - income families; and (2) develop or enhance comprehensive literacy
instruction plans that ensure high - quality
instruction and effective strategies in reading and writing for children from early childhood education through grade 12,
(1) provide subgrants to eligible entities serving a diversity
of geographic
areas, giving
priority to entities serving greater numbers or percentages
of children from low - income families; and (2) develop or enhance comprehensive literacy
instruction plans that ensure high - quality
instruction and effective strategies in reading and writing for children from early childhood education through grade 12, including English learners and children with disabilities.