According to Hargreaves and Fullan (2009), "It is important to note that diagnosis and design for improvement must be anchored in student learning and classroom teaching" (p. 207). It is suggested that teachers study and reflect on their classroom practices and use a set of diagnostics and design tools for improvement (p. 211). School leaders should manage and lead improvement in teaching and learning so that student achievement increases and the achievement gap narrows (p. 215). By developing lessons around the Understanding by Design framework, teachers and school leaders are focused on student learning and improvement in student achievement.
Hargreaves, A., & Fullan, M. (2009). Change wars. Bloomington, IN: Solution Tree.
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This PLM aligns with the following Standards:
- Teacher Leader Model Standards Domains 3, 4, and 7
- Teacher Leadership Competencies of Adult Learning, Continuing Learning and Education, Reflective Practice and Interpersonal Effectiveness
- North Carolina Professional Teaching Standards: 3-Teachers know the content they teach, 4-Teachers facilitate learning for their students, 5-Teachers reflect on their practice, 6-Teachers contribute to the academic success of their students
- South Carolina ADEPT Performance Standards: 1-Long-range planning, 4-Establishing and maintaining high expectations, 5-Using instructional strategies to facilitate student learning, 6-Providing content for learners, and 8-Maintaining an environment that promotes learning