Planning Time And Instructional Efficacy

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Planning Time and Instructional Efficacy
The 1988 Educational Reform Act and the 2001 No Child Left Behind Act have shown the need for changes in the educational system and educators are continually making necessary changes in the classroom in order to ensure success for the future of all children. With the many changes impacting the instruction delivered and what students will know or understand from the instruction provided, educators devote more and more personal time into learning and implementing necessary changes in their instructional strategies. Time is an essential component of education. For students, time is spent in the classroom and on nightly homework in order to master skills for their future needs. The teachers’ time is spent mainly providing instruction and the planning for instruction to meet the needs of each individual student, along with continuing their own education in order to improve the educational output of the lives coming into their classrooms.
The movement in 2009 of Common Core State Standards in a mass majority of states and other educational realms, such as the Department of Defense Education Activity (DoDEA) (CCSSI, 2015), has the focus is rigorous instruction and deeper development of skills in cognitive abilities for English Language Arts (ELA) and mathematic instruction. Educators are once again restructuring their lessons and instructional strategies to meet these, along with other high demands in order for students to develop
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