ELPS Instructional Model- High Impact Teaching

At East Lyme Public Schools, we are dedicated to offering consistent, high-quality learning experiences for all students across every grade level and subject. Our High Impact Teaching Model is designed to maintain high academic standards and expectations while providing individualized support to meet student needs1.

Research-Based Instructional Strategies

Our instructional model is grounded in research, including the work of Anita Archer and John Hattie. These strategies are proven to be effective in enhancing student learning and engagement. We focus on explicit instruction, intentional planning, and providing timely feedback to students1.

Key Components of High Impact Teaching

Explicit Instruction

Explicit instruction involves clear, direct teaching of concepts, skills, and strategies. This approach ensures that students understand the learning objectives and the steps needed to achieve them. Teachers provide guided practice and gradually release responsibility to students as they become more proficient.

Intentional Planning

Intentional planning is a critical aspect of our teaching model. Teachers use data to inform their lesson plans and ensure that instruction is tailored to meet the diverse needs of their students. This includes setting clear learning targets, co-planning with colleagues, and using student data to adjust instruction as needed.

Timely Feedback

Providing timely and constructive feedback is essential for student growth. Our teachers use various assessment methods to monitor student progress and provide feedback that helps students understand their strengths and areas for improvement. This feedback loop is crucial for fostering a growth mindset and encouraging continuous learning.

Building Strong Relationships

At East Lyme Public Schools, we believe that strong relationships are the foundation of effective teaching and learning. Our High Impact Teaching Model emphasizes the importance of nurturing positive relationships between teachers and students, as well as among colleagues. By building trust and rapport, teachers can create a supportive and inclusive learning environment where students feel valued and motivated to succeed.

Positive School Culture and Climate

A positive school culture and climate are essential for fostering strong relationships. We are committed to creating a safe, nurturing, and inclusive learning environment that is responsive to the needs of our students and families. By promoting a culture of respect and empathy, we ensure that all members of our learning community feel supported and valued.

Commitment to Innovation

We are committed to innovation and forward-thinking approaches in our educational practices. Our written curriculum and implemented programs are developed and reviewed by our faculty, aligned with standards, and reflect the values of the East Lyme Public Schools district. This results in a K-12 continuum that is firmly rooted in the East Lyme Public Schools Vision of the Graduate.

Professional Development

To support our High Impact Teaching Model, we provide ongoing professional development for our educators. This includes training on research-based instructional strategies, data-driven decision-making, and collaborative planning. Our goal is to ensure that all teachers have the knowledge and skills needed to implement high-impact teaching practices effectively.

Student-Centered Coaching

At East Lyme Public Schools, we are committed to fostering an educational environment where every student can thrive. To achieve this, we have embraced Diane Sweeney's Student-Centered Coaching model, a powerful approach that places student outcomes at the heart of instructional coaching.

Student-Centered Coaching is a research-based framework that focuses on improving student learning. This model emphasizes the impact of teaching practices on student achievement. The goal is to create a partnership between coaches and teachers, where the primary focus is on student learning outcomes and evidence-based practices.