Common Language of Instruction

Common language is like the frame of a house in that it provides a structure on which everything else is built. It also clearly defines areas within the structure so there is a consistent understanding of its purpose. For example, every house needs a kitchen. We all understand the purpose of the kitchen. We could say the same for the family room. Similarly, a common language of instruction is a shared way of talking about teaching and learning among all stakeholders in a learning community. In our case, the Instructional Framework is our common language. For example, we would ask, “What are some things you do in your classroom to establish rules and procedures?” or “What will you do when students do not adhere to rules and procedures?” instead of asking, “What will you do to discipline students?” We use this language to provide a common understanding of what high-quality instruction looks like, so we can plan for that quality of instruction to impact student achievement.

It is essential to understand our district’s vision of instruction. By reviewing the components of the Instructional Framework we utilize in OCPS, we begin to develop a common language of instruction. As we delve deeper into this common language, let’s take a moment to anchor our thinking using an analogy.

The Framework provides a common understanding of what components are needed for comprehensive, effective teaching and learning. Some other examples where a common language is imperative are in specific professions, in roles such as emergency workers, doctors, and nurses. Regardless of where they practice, medical workers and practitioners have to constantly go back and learn new techniques and procedures, so they constantly revisit the common language. An EMT performing CPR on a patient in Virginia should be using the same process as a doctor in California. In the medical profession, it’s the common language that allows for the consistent application of the processes for this procedure. The same applies to our common language of instruction - when used, it allows for the consistent application of observation processes that promote positive and measurable instructional shifts and student achievement.