Delivering
Classroom
Instruction that
Works Training
New Hanover County Schools
PART 1 – Introduction to Classroom Instruction that Works and Rationale
Time:
Materials:
Purpose:
2-3 Hours
handouts
douts
CITW powerpoint, technology for presentation, blackline masters, han
To introduce participants to the rationale for using Classroom Instruction
that Works as a coherent instructional language.
Activate Prior Knowledge
• survey your staff to find out how many have read Classroom Instruction that Works;
ask how many have participated in book studies as well as if anyone has been to a
workshop; you may wish to use a Circle Map to brainstorm responses
• ask staff if they can list the 9 instructional strategies
• ask staff to take the Stages of Understanding of Classroom Instruction that Works
self-assessment
Communicate Rationale and Objectives
• use the powerpoint slides to present information on what Classroom Instruction that
Works is and how it will improve instruction
• communicate the values of selecting an instructional language that will be coherent
across the entire school system
• Objectives: Participants will be able to explain (a) what Classroom Instruction that
Works is and is not, (b) why Classroom Instruction that Works is needed, and (c)
why the three strategies chosen for year 1 were chosen. Staff will also make
decisions about their role and place in professional development for Classroom
Instruction that Works.
Investigate the Data
• Handout the North Carolina Assessment IQ quiz. Ask staff to work on in pairs and
emphasize that the answers will be provided during the course of the workshop.
• Break staff into small groups. Give each group some data to analyze (this could
be the data provided or additional data generated at your school). Ask the groups
to come up with some conclusions about their data to share to the whole group.
• Use the powerpoint to discuss the data. Make sure to emphasize information that
helps to answer items from the NC Assessment IQ quiz.
• Emphasize to staff that although the school system’s proficiency is very high,
accountability measures emphasize growth and the stakes are getting tougher.
Review What CITW Is and Is Not
• Review the powerpoint slides about what CITW is and is not.
• Emphasize that other staff development may be appropriate and necessary since
CITW addresses instructional delivery only. Remind participants, however, that it is
best to do a few things very well than many things poorly.
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Problems Raised in DistrictDistrict-Wide Initiatives
• Divide staff into small groups. Hand each group a Circle Map with a question that
is frequently raised during district-wide initiatives. Have each group use the frame
of the Circle Map to brainstorm about the context for the question (What prompts
someone to ask this question? When they ask this question, what are they really
saying?) and then have the group brainstorm responses to the question within the
circle. Share with the whole group.
• Remind staff that if they have other questions they are welcome to bring them up.
Reflection
Reflection and DecisionDecision-Making
• Review slides 28 and 29. Ask participants from the audience to explain the
meaning of the highlighted words on the slide.
• Ask staff to complete an instructional practices self-reflection. Emphasize that this
is for their growth and you will not be collecting them. Ask staff to reflect on the
elements of their professional practice which have not resulted in student
achievement – would they be willing to let go of these elements?
• Review slides 31-32. Review the meanings of the highlighted words on slide 32.
Setting Goals and Expectations
• Review your goals and expectations for staff regarding Classroom Instruction that
Works. Remind staff that they may approach you if they have concerns or
questions and that you will do your best to support them in implementing CITW.
• Review staff development opportunities for future CITW workshops and indicate to
staff how they can grow professionally.
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