For a year and a half the team attended professional conferences, visited exemplary districts and schools, and helped developed work on a plan to help us create a robust framework that helps bring all departments into alignment around the integration of technology into teaching and learning. Between April-May 2016 we developed a common understanding and the “why” behind 21st century teaching and learning, and establish a shared ownership in the short- and long-term goals and strategies to realize this vision.

Worked collaboratively from 2016-2017 with instructional district team and administrators to develop a revised framework for teaching and learning. Participated in professional development on Charlotte Danielson's framework to help us develop a plan for our district. Goal was to establish common understanding on best strategies and practices for student achievement. Systems and structures were created to help increase achievement for all students, including significant subgroups including English Learners, students with disabilities and socioeconomically disadvantaged students to close the achievement gap.

In February, 2011, a workgroup of Instructional Cabinet was invited to meet with the charge of creating a framework of best first teaching practices. Rowland Unified School District’s leadership sought to ensure through the Essential Priorities for Teaching and Learning that Rowland educators implement agreements about instruction.

The Framework for Efficacious Instruction was researched based and served as a tool to reflect upon and guide teaching practices. It provided the core foundation for Tier I of an RTI 2 (Response to Instruction and Intervention) model. The work group consisted of 20 teachers (including 3 administrators) who volunteered to meet after school and during school hours to collaboratively create this “Framework for Efficacious Instruction.”

The term “efficacious” indicated an instructional practice that contributes best to teaching for learning. The content of the framework domains originally appeared during the School Instructional Leadership team meetings in 2009-2010, after the participants read current best practices research and collaborated on the first set of agreements about the essential elements of efficacious instruction. We worked collaboratively to describe the teacher and student actions that exemplified what practices the research supports for learning.