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Instruction for All Learners Cohort

Comprehensive Professional Development Program to Produce and Maintain an Inclusive Instructional Community that Actively Meets the Needs of Diverse Learners 


Executive Summary:

The Instruction for All Learners Cohort is designed to promote masterful instructional strategies in differentiation to ensure a robust education for all students attending Catholic schools In the San Francisco Archdiocese. The Instruction for All Learners program innovates the approach to the daily schedule and core instruction in order to respond to the heightened need for individualized, responsive classroom instruction at the elementary and middle school levels. All teachers and administrators working in an Instruction for All Learners Cohort school must fully participate in all professional development and training.

Program Overview:

150 hours of teacher development over 3 years

K-5 staff cohort model, requiring school commitment

Multiple schools in each cohort to build community

Key professional experiences for participating include:

Instructional and Pedagogical Formation, Colleague Collaboration,

and Colleague Observation

Requirements for Instructional Staff and Administration:

In order to participate as a member of the Instruction for All Learners Cohort, schools must first apply and be accepted into the three-year program. Once accepted, the school leadership signs a Memorandum of Understanding that underscores the important philosophical and instructional shifts that are integrated into the program, and all instructional employee agreements are adjusted to reflect the specific requirements of the Instruction for All Learners Cohort. The Instruction for All Learners Cohort is an intensive, 3-year professional learning program. At the completion of the program, schools will earn the Green Badge. 


Major Shifts in the Instruction for All Learners Cohort, Year 0 [Year of Preparation, Grades K-5]:

  1. School calendar adjustment, 1 full and 5 half release days (resulting in 179 school days)

  2. School instructional employee calendar adjustment (36 hours of cohort-specific PD including August and June, in addition to DCS PD)

  3. School day schedule adjustments (K-5 ELA and math), including:

    1. 180 minutes weekly of station-based instruction [20-20-20 rotations, X3/week]

    2. 60 minutes weekly of supervised ELA adaptive curriculum

    3. 60 minutes weekly of supervised math adaptive curriculum


Expected Outcomes: Annual growth and performance goals will be set for each participating school. Goals will respond to the current landscape with the expressed purpose of driving significant student progress on an aggressive timeline. Ultimately, it is the expectation of the St. Clare Initiative for Leading and Learning that all schools will exceed the 65th percentile in reading and math by the end of the 3-year cohort progression with not more than 10% of the total student population achieving in the bottom 33% of the nation. 

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