MODELS OF IMPLEMENTATION

APPROACH  |  MODELS OF IMPLEMENTATION

OVERVIEW

The QTEL theory of action rests on the belief that improving student achievement requires reculturing schools and districts and improving the quality of instruction they offer their students, especially students who need to develop academic uses of English.

 

QTEL partnerships with schools and districts begin with professional development institutes in order to build educator capacity and target different groups of participants (teachers, administrators, etc.) for differential levels of learning. To accompany these institutes, schools and districts can choose which QTEL services best meet the needs of their teachers and leadership to custom design a plan of action that is situated in the particular context of the school/district and its realities. These programs and services can be implemented on-site in individual schools or at various locations across full districts depending upon the need of the district.

SERVICES OFFERED

MODELS OF IMPLEMENTATION

 

Whole School Implementation

QTEL works with the full faculty of an individual school to support change processes by ensuring coherence at all levels of the school. A differential level of engagement by different participants allows for the development of capacity by instructional leadership and disciplinary coaches who will facilitate principled sustainability over time.

EXAMPLES OF IMPLEMENTATION

District Implementation

Emphasizing collaboration in professional development, coaching, and apprenticeship, QTEL works with teachers and leadership from around the district, or in a subset of schools, with the goal of ensuring widespread coherence and principled sustainability.

Lighthouse Model

After employing the whole school model of implementation, QTEL works with one school to act as a "lighthouse" for educators across the district, providing professional development and timely examples of QTEL principles in action.

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