Question

A principal has established grade-level teacher teams to provide teachers with professional support and improve school performance. A key school goal at this time is to "set and achieve high academic expectations for every student." In observing the teacher teams in action, the principal can best ensure that they are effectively striving to meet this goal if team members place the greatest emphasis on discussing ways to

Choose an answer
A. determine the skills and content that are most important for students to master.
B. provide students with enhanced opportunities to practice and improve their test-taking skills.
C. create meaningful incentives that encourage students to work to their potential.
D. respond to students who are progressing at different rates in the classroom.

Answer 1

Effective teacher teams will ensure high academic expectations by focusing on differentiated instruction to meet the diverse needs of students, which aligns with successful educational models and proposed reforms aimed at raising academic standards and teacher effectiveness.

Step-by-step explanation:

The principal observing grade-level teacher teams, with the goal of setting and achieving high academic expectations for every student, will find they are most effectively striving to meet this goal when discussions focus on differentiated instruction to respond to students who are progressing at different rates in the classroom. This approach aligns with the aims to ensure all students receive the attention they need, similar to methods employed at The Equity Project, which resulted in students feeling supported in their learning journeys. Additionally, it resonates with Arne Duncan's proposal for education reform that includes raising standards and improving teacher effectiveness, which would benefit from teachers collaborating to respond to diverse learner needs in the classroom.

Teacher teams focusing on differentiation will inherently cover the other areas such as determining important skills and content, as identifying these will be part of tailoring instruction. While test-taking skills are important, they are just one aspect of academic achievement and should be integrated into a broader strategic teaching plan that supports growth in various academic skills. Meaningful incentives could be part of the dialogue but should not overshadow the immediate pedagogical strategies that address student needs directly in the classroom.