Instructional program coherence framework: common framework, supportive working conditions, and strategic resource allocation¶

Theory · All theories
Evidence · 6 claims (6 for) · 2 studies (2 associational), q2 · 0 of 2 report an effect size · 6 claims rest on one study

Description¶

The report defines instructional program coherence through three major conditions: a common instructional framework guiding curriculum, teaching, assessment, and learning climate; staff working conditions that support implementation of the framework; and strategic allocation of resources to advance the framework and avoid diffuse improvement efforts. The framework was operationalized through 13 rubric indicators and survey items. As the report states, "A common instructional framework guides curriculum, teaching, assessment, and learning climate." It distinguishes coherence from mere alignment with external policies.

Design Implications¶

Context¶

Requirements¶

• A common instructional framework combining specific expectations for student learning with specific strategies and materials to guide teaching and assessment
• Staff working conditions supporting implementation of the framework
• Strategic allocation of materials, time, and staff assignments to advance the framework

Constraints¶

• The definition does not stipulate alignment with external policies and standards, because external policies could promote, undermine, or have no effect on coherence

Target Learners¶

• Elementary school students in urban public schools

Target Learning Objectives¶

• Improving student achievement in reading and mathematics through schoolwide instructional organization

Claims¶

• Coherent instruction is theorized to promote achievement by supporting connected learning experiences and student motivation [+W]
• Coherence is theorized to assist teacher effectiveness through coordinated professional development and collaborative work on clear goals [+W]
• Strong instructional program coherence is uncommon among Chicago elementary schools [+W]
• Teacher survey reports of instructional program coherence correlate strongly with researchers' field-based ratings of coherence [+W]
• Weak instructional program coherence impairs sustained school improvement even when staff share a test-score goal [+W]
• Building a strong learning climate by supporting and guiding teacher collaboration around common goals is highlighted as a key finding [+W]

Related Theories¶

• Five Essential Supports for School Improvement (5Es) framework
• Framework of five essential supports and contextual resources for school improvement
• Dual-support mechanism: deep principal leadership catalyzes collective instructional work while teacher influence makes it meaningful

Examples¶

• Leaders should make data-based decisions to allocate resources on strategic and/or general leadership and climate based on level of measurement, implementation-specificity, and attitudinal dimension

Key Sources¶

• Newmann, F. M., Smith, B., Allensworth, E., & Bryk, A. S. (2001). School Instructional Program Coherence: Benefits and Challenges. Consortium on Chicago School Research. https://eric.ed.gov/?id=ED