Supporting Effective Instruction (Preview)

Part 1: Intro & Objectives

In order to be an effective instructional leader, school leaders must be able to coach teachers on ways to improve their instruction. Having a knowledge of research on curriculum and instruction allows leaders to engage their teachers in deep conversations about effective practices. in their classrrom. This module focuses on ways leaders can support their teachers classroom practices.

After completing this lesson, you will be able to:

  1. Recognize potential challenges of new teachers
  1. Understand a framework for effective instruction
  1. Understand effective formative assessment

Part 2: Demonstration Videos

It’s not unusual for a new teacher to get excited about a new lesson. As a leader, you will want to maintain that enthusiasm while ensuring that the lesson will fulfill instructional objectives and be managed in the most effective way.

How do you advise a new teacher without squashing enthusiasm?

This video presents a case that highlights this dilemma.

Now that you have watched the video, you probably have some feelings and opinions about the school leaders behavior. Below are some questions and statements to consider and discuss and even write down before talking to a colleague about them:

  1. As you watched the reality case video, what did you notice?
  1. As a school leader, how would you begin to support the teacher?
  1. With a building full of teachers, how can you engage all teachers in meaningful conversations about their instruction?

Paige, a new social studies teacher, wants to teach a lesson about pollution and environmental responsibility in celebration of Earth Day. She has developed an elaborate lesson plan, but her mentor senses that Paige has not attended to the curriculum standards. He wants to encourage her enthusiasm but also wants to ensure that her lesson effectively addresses the learning standards and makes the best use of instructional time.

Part 3: Resources & Activities


Due to copyright law, several readings cannot be hosted on this site. However, we encourage you to ask for assistance locating materials from your library media specialist. Many library services are freely available to educators.

What new teachers need

This short article highlights three common challenges that new teachers face. The article also includes references that can be used to investigate this topic in more depth.

Goodwin, B. (2012). Research says new teachers face three common challenges. Educational Leadership, 69 (8), 84-85. Retrieved from

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Danielson’s Framework for Teaching

This article provides an overview of Danielson’s Framework for teaching which has become very popular. The framework trys to capture a definition of good teaching through four different domains.

Danielson, C. (2009). A framework for learning to teach. educational leadership, 66 (9). Retrieved from

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Teachers of Math: Assessment Research Brief

Five key strategies for formative assessment are provided in this article. The article is directed towards math instructors, but has obvious implications for all teachers.

National Council of Teachers of Mathematics (2007). Five “key strategies” for effective formative assessment. Retrieved from

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Part 4: Review & Reflect

Please address the following questions and issues below. If you have difficulty, go back and review the lesson. Many beginning teachers leave the profession early in their career for different reasons.

  1. How would you help support those teachers?
  1. How could you use Danielson’s framework as a tool to engage teachers in a dialogue about effective instruction?
  1. What additional ways can you support teachers?
  1. How can formative assessment impact instruction?

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