Model of Instruction (MOI)


The primary purpose of the MOI is to improve academic achievement in all subjects for all students; to eliminate ethnic and socioeconomic achievement gaps; to ensure alignment of curriculum, instruction, and assessment; and to guarantee continuous improvement. This model is designed to accomplish the commitments in the Board’s statements of Core Beliefs and Commitments and is aligned to the Board’s Theory of Action (TOA) for Teaching and Learning: Managed Instruction/Managed Performance.

Components of the Model of Instruction

The Model of Instruction embraces in part the work of Fenwick English whose theory states that curriculum is “Written, Taught, and Tested” and the three curricula should be completely aligned to maximize learning for each student.

  • The model indicates that all instruction is student centered.
  • The model reflects the importance of the teacher as a key decision-maker in student learning. Because teachers are held accountable for student achievement, they have decision-making authority that is consistent with effectiveness and efficiency.
  • The teacher is supported by an instructional leader who provides assistance and monitors the instructional program.
  • Each campus receives district support through a district-wide scope and sequence of skills, ongoing professional development resources, and a comprehensive and individualized instructional management system which provides access to all components of the model.

The “Written, Taught, and Tested” Curricula

The written curriculum is found in the Benchmark Targets, the district’s articulation of the Texas Essential Knowledge and Skills (TEKS), and the scope and sequence for teaching those skills. The curriculum is comprehensive and aligned, providing a seamless flow between grade levels and schools in a highly mobile district. Professional development is structured and delivered around the curriculum.

The taught curriculum refers to the delivery of the written curriculum and is reflected in what happens in the classroom. Teachers are required to develop lesson plans and approaches to instruction for teaching the written curriculum. Teachers understand and implement a variety of research-based instructional practices to meet the needs of all learners. Rigorous instruction is delivered through high expectations; questioning techniques that challenge students to think at higher levels; assessments/products that are varied and challenging; differentiation; cross-curricular; and effective use of instructional time.

The tested curriculum is that portion of the written curriculum that is assessed by national, state, and locally developed assessments. Both formative and summative assessments are used to monitor student, teacher, and principal performance, drive instruction, and inform students and parents. All assessments are congruent with the written and taught curriculum. A consistent monitoring process yields data to inform decisions about carefully calibrated, timely, and appropriate interventions by student, by teacher, by subject and by school.