SPIP is a research-based program designed by Educational Dimensions, Inc. (EDI) to move teachers from the traditional planning and teaching model to an instructional model centered around standards and standards-based achievement.
SPIP deepens educators’ content knowledge, provides them with research-based instructional strategies to assist students in meeting rigorous academic standards, and prepares them to use various types of classroom assessments appropriately. It also moves teachers from traditional to standards-based instruction. EDI recommends a comprehensive standards-based planning and instruction program for high quality standards-based teaching and learning.
SPIP is a continuous improvement process that helps teachers:
- translate the learning expectations of the standards into performance descriptions,
- teachers learn to effectively implement research-based instruction including brain-based learning, differentiated instruction, data analysis, and problem/project-based learning.
- discuss student performances and compare performances to expectations, and
- work with EDI Curriculum Specialists to assist instructional teams with their lesson planning activities.
EDI’s Program is comprehensive and research-based. It includes ideas and standards-based strategies for improving instruction and student achievement. The Program is aligned with the National Staff Development Council’s standards and incorporates findings from leading research on standards-based instruction.
The model includes subject area expert trainers from EDI and identified local school staff members, Lead Teachers. The Lead Teachers play a key role in this Program. They work closely with the EDI staff and collaboratively with the teachers in their schools. Individuals considered for the Lead Teacher position must have the following experiences or have proven skills as listed below.
- Teachers who are currently functioning in a coaching, mentoring or professional development support position.
- Exemplary teachers with at least five years of teaching experience.
- Teachers with strong leadership, effective oral and written communication skills, and good interpersonal skills.
- Teachers who are passionate about teaching and committed to their own professional growth.
The Lead Teachers’ tasks are to mobilize and energize members of their school community to examine current practice and plan for standards-based, learner-centered improvement.
Our training offers a framework for thinking about and planning the work that is unique to school performance coaches. The following five components of the framework organize the content of the training.
Communities of practice are powerful forces at all stages of school renewal. Participants explore strategies for building trust with and among all stakeholder groups and for facilitating activities that enhance the quality of relationships at all levels within the school community. The creation of community is a theme that runs through all of the work of school performance coaches.
We stress the importance of focusing on a few measurable goals and developing program coherence to coordinate work toward goal attainment. At the core of this challenge is developing a commitment to systematic improvement planning, including assessing needs, planning for action, and monitoring progress.
Essential to the work of school performance coaches is a deep understanding of the issues inherent in individual and organizational change. Important skills include culture building, developing a professional learning community (including habits of reflection, inquiry, and professional dialogue), coaching individuals, and facilitating groups.
In many higher achieving schools, faculty and staff share an “It’s My Job” orientation that encourages collective responsibility for data disaggregating and analysis, formative assessments, shared leadership and accountability, consensus building, and more. EDI works with each school to build the “It’s My Job” attitude.
Participants learn how to approach every task collaboratively with the intent of helping faculty develop and expand the knowledge, skills, and dispositions they will need to sustain school improvement.
These five areas relate to the “how” of EDI’s work with members of school communities. Determining the proper focus of the work—the “what”—draws from the knowledge base on high-performing schools, which EDI has organized around seven major concepts: effective teaching, purposeful student assessment, shared goals for learning, aligned curriculum, learning culture, shared leadership, and school/family/community connections.
SPIP is a research-based training model that focuses professional training and instructional support on the missing, but essential, component required for high quality standards-based teaching and learning… standards-based planning and instruction