Common Instructional Framework
Community High School
at Community High School is built around these fundamental threads,
intertwined throughout each teacher’s planning and classroom practice:
instruction can be effective only if the other components of the
instructional framework are present. Instruction will take many forms:
group work; presentations by teacher and students individually and in
groups; student learning stations; experiential learning throughout the
Collaborative learning takes place among students
in a variety of groupings. Even when working individually, students
interact during demonstrations and presentations. Teacher observation
during collaborative work provides authentic opportunities for
assessment of proficiency. Collaboration also encourages students to
find their unique voices as they provide evidence of their learning and
struggle to incorporate new learning.
occurs when learning is relevant both in content and mode of delivery.
To be engaged, students need to understand the purpose of their learning
as it relates to learning outcomes for each class; they need to
interact with their peers as part of their learning; they need to move
around the classroom as they rotate through learning stations
individually and collaboratively, and work at the whiteboard; they need
to participate in assessing their peers’ work.
voice is developed through respectful and open interactions with peers,
teachers, and administrators. Students articulate their knowledge and
viewpoints as they work individually and collaboratively and present
their learning in the classroom. Students find and refine their voices
through daily reading and writing in all classes. As their literacy
improves, students are able to express themselves more effectively in
written and oral communication.
Student literacy is the
crucial skill Community High students are engaged in improving in all
classroom settings. Teachers incorporate literacy work into all
classroom activities, as all forms of teaching and learning work to
build vocabulary and fluency. Students are expected to utilize
specialized tools for literacy, as well as to read and write across the
curriculum. As they are assessed for proficiency, students also
demonstrate growth in their ability to communicate effectively.
formative assessment based on learning outcomes situates teaching and
learning in the context of learning outcomes aligned with state
standards. Teachers develop learning outcomes in collaboration with
their colleagues, and continually evaluate and refine those outcomes and
their alignment with state standards. Teachers publicize daily learning
targets to assist students in setting goals. Students learn to advocate
for their own learning in relation to the evidence of learning they
provide in the course of their learning activities, both collaborative
and individual. Assessment is explicitly aligned with outcomes and
occurs through multiple modalities.