Reframing Lesson Plans: The Foundation for Improving Instruction

This dissertation is a policy advocacy document that boldly states that it is our moral imperative to change the current educational landscape for the students attending Milwaukee Public Schools. In advocating for such a change, it is strongly suggested that the way to accomplish this challenging task is to mandate a stronger instructional foundation by leveraging the power of thoughtful lesson planning and design. Through its own merit, public and professional opinions and research findings, a viable argument is crafted to eliminate the current policy that marginalizes the planning process by suggesting through its current language, that the planning process is linear and serves nothing more than to meet compliance mandates. This advocated policy calls for improved educational outcomes for students by making a shift from transactional to transformational practices in what stands as the foundation and heart of teaching—lesson planning and design