State and District

Academic Standards
Professional Development
Whitney DeBruhl, EAD 523
Agenda
❖ Introduction - 5 minutes
❖ Understanding Quality Instruction - 10 minutes
❖ Strategies for Maximizing Quality Instruction - 15 minutes
❖ Group Activity, Identifying Barriers and Solutions - 15 minutes
❖ Accountability Plan - 10 minutes
❖ Discussion and Closing, On-going support - 5 minutes
Learning Objectives

1. Participants will be able to identify and apply strategies for

maximizing time spent on quality instruction.

2. Participants will develop an understanding of how effective

classroom engagement aligns with the Camden Middle School
Vision and Mission.

3. Participants will create actionable plan to implement data-driven,

student-centered instructional decisions in their classroom.
Our Vision & Vision Statement
The CMS learning community

Mission
provides an authentic and
connected experience
through engaging, supportive,
and positive relationships.

Mission Statement
CMS empowers students to
thrive by providing learning
opportunities for meaningful
experiences.
Understanding
Quality Instruction
The Need for High-Quality Instruction & Standard Alignment
The Need for High-Quality Instruction & Standard Alignment
High-Quality Instruction
Instruction that is… It is necessary because it
❖ effective significantly impacts a
❖ engaging student’s…
❖ rigorous ❖ learning outcomes
❖ equitable ❖ retention of content
❖ responsive ❖ motivation
❖ participation
High-Quality Instruction & Our Mission

An authentic and connected learning experience

requires the fostering of supportive and positive
relationships in order to increase the quality of
instruction and engagement within the classroom.
Using the ARCS Model to Promote High Quality Instruction
Strategies for
Maximizing Quality
Instruction
Example 1: Gaining Attention
Begin a lesson by presenting a thought-provoking real-world scenario.

Science- Unit on ecosystems

Begin a lesson with a brief video clip showing a diverse ecosystem in action,
emphasizing the interdependence of plants, animals, and their environment.

Math- Unit on fractions and percentages

Present a scenario where students need to calculate the percentage discount on a
shopping bill during a sale at a local store.
Example 2: Providing Guidance for Learning
Offer clear guidance and examples when introducing a new concept, ensuring
students understand the relevance and application.

Social Studies- Unit on Ancient Civilizations

Introduce the unit with a clear overview of the unit's objectives, explaining the
importance of understanding the cultural, political, and economic aspects of each
ancient society. Provide examples of how these elements interconnect and
influenced each other.

ELA- Unit on Persuasive Writing

Providing explicit guidance on the structure and elements of a persuasive essay.
Break down the components, such as the introduction, thesis statement, supporting
paragraphs, and conclusion. Use clear examples and interactive discussions to
illustrate the best uses effective persuasive writing.
Example 3: Eliciting Performance
Engage students in a group project where they apply the newly learned
concept to solve a real-world problem.

Math- Unit on Geometry

Have students design a cityscape using geometric shapes, applying their knowledge
of angles, polygons, and symmetry to create a visually appealing and mathematically
accurate city layout.

Science- Unit on Scientific Method and Experimentation

Organize a hands-on lab where students design and conduct their own experiments,
creating hypotheses, recording data, and drawing conclusions.
Example 4: Providing Feedback
Offer timely and constructive feedback on individual and group performances,
emphasizing both correct understanding and areas for improvement.

ELA- Unit on Creative Writing

Have student peer review after a creative writing assignment. Then, provide
personalized feedback for each student based on both grammar and structure but
also strengths and areas of improvement.

Social Studies- Historical Research Project

Provide feedback that goes beyond factual accuracy. Emphasize historical
thinking skills, such as analyzing cause and effect, evaluating perspectives,
and making connections to contemporary issues.
Identifying Barriers
and Solutions
Group Activity- Brainstorm
With your group,
1. Brainstorm the common barriers that may prevent
high-quality classroom instruction.

2. List each on a blue sticky note.

3. Group these barriers into common themed categories on the

flip chart paper provided.
Group Activity- Gallery Walk
4. Rotate and view the categories and barriers identified by
other groups.

5. At each chart, brainstorm a potential solution to at least 2

barriers listed. Use a pink sticky note.

6. Rotate until all charts have been visited.

Group Activity- Discussion
7. Return to your chart and read the solutions presented by
others.

8. Present a summary of your barriers and the solutions

presented to the whole-group. Focus on overarching themes and
commonalities in barriers and solutions.

9. Identify one solution that you may wish to try in your

classroom.
Accountability Plan
Create Personal Goals
❖ Select a state academic standard related to your subject area that
you will teach within the next week.
❖ Identify a barrier to high-quality instruction within your classroom
and a solution to that barrier to incorporation into your lesson.
■ Think about the data that supports your need for improvement in
this area.
❖ Create a lesson plan that uses Gagne’s 9 Events to teach your
identified standard.
■ Think about how your lesson plan promotes both high-quality
instruction as well as the CMS Vision and Mission.
Create Personal Goals- Follow Up
❖ Be prepared to reflect on the implementation of your lesson plan in
your next department PLC.
❖ Discuss the following:
■ Did your students meet the learning objective? What data proves
this?
■ Were you successful in incorporating Gagne’s 9 Events into your
lesson?
■ Did your lesson align with state academic standards?
■ Did your lesson promote the Vision and Mission of CMS?
■ What would you do differently?
■ What is your next instructional goal?
Closure and Ongoing
Support
Contact Me
Whitney DeBruhl
whitney.debruhl@kcsdschools.net

Let me offer you additional support!

Sign up here for me to observe your class and/or
meet with you to offer guidance and support.

Connect and share!

Using this Padlet link, connect and share with one
another to ask questions or share your progress and
experiences along the way!
Satisfaction Survey
Scan the QR code:

Please provide feedback on this

session by completing the
satisfaction survey.
References
References
Association for Supervision & Curriculum Development. (2004, February 1). What Is High-Quality
Instruction?. ASCD. https://www.ascd.org/el/articles/what-is-high-quality-instruction

Kaufman, T. (n.d.). Building Positive Relationships with Students: What Brain Science Says. Understood.
https://www.understood.org/en/articles/brain-science-says-4-reasons-to-build-positive-re
lationships-with-students

Learning Theories. (n.d.). ARCS Model Of Motivational Design Theories (Keller). Learning Theories .
https://learning-theories.com/kellers-arcs-model-of-motivational-design.html

Ullah, H., Rehman, A. U., & Bibi, S. (2015). Gagné’s 9 Events of Instruction - a Time Tested Way to
Improve Teaching. Pakistan Armed Forces Medical Journal, 65(4), 535–539.