What area should school leadership focus on regarding faculty instructional proficiency?

Focusing on research-based pedagogy is essential for enhancing faculty instructional proficiency because it equips educators with effective teaching strategies that are supported by empirical evidence. This approach helps ensure that teaching methods are grounded in practices that have been shown to improve student learning outcomes. By emphasizing research-based approaches, school leadership can foster an environment of continuous improvement, encouraging faculty to engage in professional development and refine their instructional methods.

Additionally, research-based pedagogy not only helps faculty enhance their teaching strategies but also promotes a culture of collaboration and reflective practice among educators. This focus allows for the sharing of best practices, which can lead to innovative instructional techniques that address diverse student needs.

In contrast, regulatory compliance, annual reviews, and standardized testing results may not directly contribute to improving teaching proficiency. Compliance often centers on meeting external requirements rather than fostering effective teaching. Annual reviews tend to focus on performance evaluation rather than instructional growth, while standardized testing results provide limited insight into the intricacies of pedagogical effectiveness, focusing instead on quantifiable outcomes rather than the quality of instruction. Focusing on research-based pedagogy helps bridge the gap between instructional practices and student achievement, ensuring that faculty are equipped with the knowledge and skills necessary to be effective educators.