Overview

Ensure all students have the best opportunity to achieve academic success by using instructional approaches proven to have the most impact, while also avoiding common practices that ultimately hinder student learning (K–12). Maximizing Opportunity to Learn advocates for teaching that combines high expectations with high leverage practices so that all students, especially those who historically have been marginalized, consistently experience maximized opportunities to learn. The authors introduce classroom teachers and instructional leaders to the Heuristic for Equitable and Adaptive Teaching (HEAT), a model for equitable and ambitious instruction that is both grounded in research and concrete enough to be put into practice. Ambitious instruction demands that every student engage with tasks of high cognitive demand. “Equity” in this sense means more than inclusion; it requires creating the conditions so that every learner is positioned as capable, agentic, and able to achieve at high levels. In addition to providing proven-effective practices, the authors also challenge the efficacy of some common instructional practices, such as questioning and differentiation, illustrating how they often undermine equity rather than promote it. Book Features: Explains how reducing variation in instructional quality and variation in student experience are the keys to achieving effective, equity-centered instructional improvement. Explains what instruction that supports every student looks like, as opposed to an ineffectual equity-neutral instructional approach or culturally relevant pedagogy that can be framed as only relevant to students of Color. Demonstrates why several common instructional practices that are still heavily promoted in the field are counter to the goal of equity and do not lead to improved outcomes for all students. Provides specific guidance for leaders on how to develop a district-wide strategy for developing, supporting, and sustaining equitable and ambitious instruction.

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9780807783580

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Author Information

Thomas Nobili has 18 years of experience as a classroom teacher, instructional coach, and central office administrator and is currently a consultant for Partners for Educational Leadership and TJN Core Consulting. Isobel Stevenson has over 35 years of experience as a teacher, district leader, and university instructor and is currently a program coordinator with Partners for Educational Leadership. Andrew Volkert is a continuous improvement (CI) strategist and professional learning facilitator with Partners for Educational Leadership.

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