Instructional Environment Model (IEM)

The Instructional Environment Model (IEM) aims to strengthen the instructional program in Regina Public Schools and enhance learning and achievement for all students. A common teaching and learning framework, drawn from the professional knowledge base, supports a system of effective teaching and learning dsigned to

  • Guide decisions as they relate to curriculum, assessment, instruction, intervention, and  the learning environment
  • Support provincial and division prioirities and initiatives
  • Enhance professional learning for teacher development.

The goals of the Instructional Environment Model are to

  • Support teachers in developing and enhancing effective instructional, assessment, and intervention practices
  • Contribute to a coherent program of instruction within the division and schools
  • Provide a sound, evidence-based system of professional knowledge of teaching and learning
  • Support the use of a common professional language for teaching and learning

The Instructional Environment Model consists of

  • Co-Managing the Learning Environment: Managing the social interactions, behaviour and relationships within learning environments with students including the organization, procedures and problem-solving that make for optimal student engagement and learning in relation to reflective style, reclaiming relationships,consistent structure and support, self-regulation, and collaborative problem-solving and restorative practices.
  • Instructional Skills: Specific instructional actions of teachers that enhance learning, and in combination, help to generate a powerful repertoire of teaching and learning strategies in relation to student engagement, feedback, questioning and dialogue, culturally responsive practice, and professional learning community.
  • Curriculum Content: The curriculum goals and learning outcomes and indicators that clearly identify what students will know and understand, be able to do and be like as a result of their learning experience and includes how to determine learning succes and addresses the use of value-added assessments,  formative assessments, and ongoing feedback to monitor student progress, inform instruction, and guide design and planning.
  • Instructional Repertoire: Instructional repertoire consists of various strategies  designed to accommodate improvisation, student engagement and response in pursuit of particular learning outcomes – Literacy Instructional Framework, Numeracy Instructional Framework, and Inquiry.

 For additional information please contact Juanita Redekopp-McKeown - Supervisor of Instruction (juanita.redekopp@rbe.sk.ca or 306.523.3136).

 


 

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