A framework for powerful teaching and learning is necessary for instructional coherence across grades and subject areas in a school. AIW professional learning supports and integrates various initiatives, processes, and curricula including:
International Baccalaureate (IB): AIW PD supports the PYP, MYP and DP curricula by bringing teachers together to evaluate and improve their IB unit plans, lesson plans and summative assessments. Learn about an IB school district working with AIW.
Response to Intervention (RTI)/Multi-Tier System of Supports (MTSS): RTI and MTSS require that students receive appropriate levels of instructional support to achieve academic success. High-quality instruction at the Tier 1/Universal level is foundational to an effective RTI/MTSS process, and the AIW team scoring process helps teachers define high-quality instruction and analyze their instruction through this lens.
Listen to a conversation between AIW Institute Director, Bruce King, and AIW Coach Tina Wahlert, as they discuss how AIW supports this type of intervention:
Problem-Based Learning (PBL): PBL approaches require that students are engaged in disciplined inquiry that have value beyond the classroom walls. AIW PD can support teachers engaged in project-based learning with their students by facilitating collaborative conversations in interdisciplinary teacher teams. Read AIW Institute Director Bruce King’s blog post on AIW and PBL.
Universal Design for Learning (UDL): AIW scoring teams often discuss the following question: How are we going to ensure that all students can access this high-level instructional activity? This question addresses one of the goals of the Universal Design for Learning framework: to ensure that all students can access engaging, rigorous curriculum.
Professional Learning Communities (PLC): AIW brings needed focus, in the form of shared understandings about high-quality instruction and student learning, to Professional Learning Communities (PLCs) so they become high-quality PLCs. Structuring teacher collaboration time and focusing on DuFour’s 4 PLC Questions do not guarantee strong and effective PLCs. "AIW and PLCs can complement each other and can in fact strengthen each other when time is leveraged beneficially for each…But schools must ensure the work of cooperative collaborative teams is purposeful and of the highest quality. If schools or districts are somehow insistent that teachers engage in only one ‘type’ of collaborative teaming...or if time is truly a very scarce commodity, AIW is the surer path to follow for a school. The conversation protocols and research-based framework help hold the promise of improved learning for all students" (Lindahl & Boley, Ensuring the Right Work within Collaborative Teams: Enhanced PLCs through the AIW Framework and Protocols, page 103 in How Schools and Districts Meet Rigorous Standards Through Authentic Intellectual Work: Lessons From the Field, 2016).