Educational Landscape Evolving

by Dr. Richard Ramos

Teaching and learning are evolving in the Miami Unified School District (MUSD) No. 40. Establishing a partnership with the National Institute for Excellence in Teaching (NIET), MUSD implements a structure supporting teacher effectiveness. Leveraging the experience of its own teachers serves as the catalyst in this critical shift in mindset. MUSD is laser-focused on increasing student achievement by utilizing the knowledge of master and mentor teachers, adopting a new teacher evaluation rubric, developing site- level instructional leadership teams, and planning cluster meetings for professional learning.

Starting with master and mentor teachers, educational experts have been identified at each campus. These educational specialists work diligently to support career teachers to improve instructional practices. Master and mentor teachers are released during the day to observe, coach peers, team-teach, and provide feedback to teachers in real time. In addition, they plan professional learning on a weekly basis to support career teachers with effective instructional strategies to promote student performance. To be effective, master and mentor teachers spend an inordinate amount of time establishing trust with career teachers to provide open and honest dialogue for improvement. According to Master Teacher Jo Ann Steele, “NIET has provided us the resources necessary to support our classroom teachers. We are committed to assisting our teachers and their classrooms. We know that we are making a difference.”

Since establishing the NIET partnership during summer 2024, master and mentor teachers were trained to support career teachers in every instructional aspect. Master Teacher Rayla Mills shared, “The extensive and informative training I have received from NIET has been invaluable. The concepts and pedagogical methods have been revolutionary to my teaching abilities. The best outcome from my continued experience with the NIET process is the positive impact on students in my classroom.” The work has been intense and transformational. It has been rewarding for many teachers who have been in the educational field for many years. Master Teacher Sammy Gonzales affirmed, “Partnering with NIET requires supporting career teachers to improve student outcomes. This is the part I enjoy the most because I’m collaborating with likeminded teachers to ignite professional growth while promoting student achievement.”

In addition to using a master and mentor teacher model, adopting a new teaching evaluation rubric has been instrumental in the MUSD cultural shift. With a focus on effectiveness, teachers share a common language around evaluation. During the fall, teachers spent time analyzing the new evaluation rubric and discussing the meaning of each domain: instruction, designing and planning, and the learning environment. The rubric provides teachers with a clear definition of effective teaching by building student agency in the classroom. Elementary Principal Juan Sierra said, “The rubric has allowed teachers to analyze instruction, pointing them to areas for improvement.” Moreover, ongoing collaboration and coaching by master and mentor teachers, MUSD career teachers have an opportunity to strengthen their instructional practices. After a fall evaluation, Career Teacher Stephen Palmer said, “I appreciate my evaluator taking the time to be specific, and to take notes during my lesson evaluation.

One of the things suggested to me was to allow time for grouping students to work together. Today we had a guest speaker and I took a deep breath and I remembered what I was taught and asked students to take two minutes with their table partners to prepare questions and it worked.” This is just one example of how dialogue around the evaluation rubric is changing instructional practices in MUSD.

Another component being implemented in MUSD is the site-level instructional leadership teams (ILT). The ILT meetings occur on a weekly basis. This is an opportunity for school administration, master and mentor teachers, and other teachers to discuss the direction of the campus. It is common for these teams to analyze student data, monitor goals, and drive school improvements. The goal is to empower teachers to make school-wide decisions and serve as influential agents. According to Miami Junior Senior High School (MJSHS) Principal Cynthia Cramer, “NIET understands that great leadership is essential for transforming education. By drawing on our leadership experiences, they guide educators not only in refining their instructional practices, but also fostering a culture of continuous improvement.” The ILT at each school continues to focus on ways to shift the culture from teacher-centered to student-centered environments where students have more control and input in their own learning. The MJSHS Assistant Principal Paul Fine contributed, “NIET has provided us a structure and framework to collaborate in analyzing data and targeting areas of instructional growth that, in turn, will allow us to see improved student results.”

A final component of this transformational process at MUSD has been the addition of cluster meetings for professional learning. Master and mentor teachers facilitate weekly cluster meetings with career teachers around a culture of continuous improvement. During professional learning, teachers analyze student achievement data to identify student needs, create benchmark targets and monitor progress, and adjust the course of action as needed. The goal of weekly meetings is to support teachers with instructional practices to promote student academic progress. Master Teacher Ellen Beydler said, “Cluster meetings provide support allowing all teachers to set goals, receive individualized support, and participate in training to meet their needs. It also provides feedback to ensure we are in alignment with students› needs and best practices to make it happen.” Teaching and learning has shifted from a teacher focus to what the students need to perform at high academic levels. Career Teacher Rebecca Marquez shared, “Cluster meetings provide teachers the ability to identity and implement teaching standards that significantly enhance our practices and contribute to a more effective classroom experience.”

The educational landscape looks different in MUSD No. 40. The focus is on building student agency to prepare a learner to take on the challenges in the 21st Century. According to MJSH Andrew Brown, “The current environment reflects the ideals of a progressive school district. Although further work lies ahead, there is strong confidence that we will receive an A+ rating as a district.” Partnering with NIET has provided MUSD the structures and frameworks to increase student achievement. MUSD continues to leverage teacher experience by implementing a master and mentor teacher model, adopting a new teacher evaluation rubric, developing site-level instructional leadership teams, and fostering cluster meetings for professional learning. Mentor Teacher Shayleigh Price summarized the evolution this way, “Through our partnership with NIET, we’ve been able to tap into the knowledge and experience of our teachers to make meaningful changes in how we teach. It’s been exciting to see how these adjustments are making a real difference for our students.”