Every school has college goals they want to achieve, even if they are short-term or long-term goals. One of these ongoing goals is educational improvement. Instructional improvement is defined as helping teachers acquire teaching strategies consistent with instructional goals that increase students' abilities to make wise decisions in diverse contexts (regarding peers, adults, academics, and life) (Glickman , Gordon and Ross-Gordon, 2010). There is a constant need to improve classroom teaching. Instruction is defined as interactions between teachers, students, and content, in environments (Cohen, Dewey, Ball, & Thurnau, 2000). Interactions occur in contexts as diverse as distance learning, small classroom groups, informal groups, tutorials, and large conferences (Cohen, Dewey, Ball, & Thurnau, 2000). Instruction is therefore not created just by teachers, or students, or content, but in their interactions (Cohen, Dewey, Ball, & Thurnau, 2000). There is no one strategy that works to improve education that helps reach students and help them succeed. It will take a collection of practices to help improve classroom instruction. Some of the practices are collaboration between teachers, improving curriculum, increasing the rigor of work, improving and analyzing assessments, professional development, and student writing. Collegial learning opportunities allow teachers to work together, individually or in groups to help teachers. learn from each other by examining instructional work, student work, and assessments (Peurach, Glazer, & Karen, 2004). The curriculum lets schools and teachers know what they are teaching. It is important to prioritize the curriculum and how to monitor it and one data collection tool would be to introduce alternative teaching strategies to help improve instruction. These could be introduced during teacher meetings or in-service training courses and provide teachers with hands-on practice on these strategies and collaborate with teachers in their department and others in the school. As these new instructional strategies are applied to instruction, administrators will closely examine the lesson plans that teachers are presenting and work to improve them and align them with the curriculum and instructional strategies. Finally, the final data collection tool will be to analyze classroom, district, and state assessments. It is crucial to evaluate student performance in their assessments and ensure that teachers align their lessons with the curriculum and that students are actually learning the content.