EDLD 5352 Instructional Leadership-Week 3 Assignment

EDLD 5352 Instructional Leadership-Week 3 Assignment Week 3: Curriculum Alignment and Planning as an Instructional Leader NELP Standard 4: Learning and Instruction Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to evaluate, develop, and implement coherent systems of curriculum, instruction, data systems, supports, and assessment. Component 4.1 Program completers understand and can demonstrate the capacity to evaluate, develop, and implement high-quality, technology-rich curricula programs and other supports for academic and non-academic student programs. PSEL 4: Curriculum, Instruction, and Assessment Effective educational leaders develop and support intellectually rigorous and coherent systems of curriculum, instruction, and assessment to promote each student’s academic success and well-being. Texas Principal Standards Pillar: Curriculum Alignment Principal Domain and Competency Domain II: Leading Learning Competency 3 Competency 4 Course-level Objectives (CLOs) EDLD 5352 Instructional Leadership Course Level Objectives (CLO): By the end of this course the student will learn to: 1. Develop a fundamental understanding of instructional leadership. (Evaluating) (CLO1) TAC §149.2001.a, TAC §149.2001.b.1.A.i.(I) 2. Analyze and evaluate data to drive instruction. (Analyzing) (CLO2) TAC §149.2001.a, TAC §149.2001.b.1.A.i.(I), TAC §149.2001.b.1.A.ii, TAC §149.2001.b.1.B.(iii) 3. Identify and interpret core elements of curriculum alignment used to improve student achievement (Knowledge & Analyzing) (CLO3) TAC §149.2001.a, TAC §149.2001.b.1.A.i.(II)(III)(IV), TAC §149.2001.b.1.B.(i) 4. Formulate a professional development plan applying data driven decision making. (Creating) (CLO4) TAC §149.2001.a, TAC §149.2001.b.1.A.i.(I)(II)(III)(IV)(V), TAC §149.2001.b.1.A.ii, TAC §149.2001.b.1.B.(ii) 5. Exemplify requisite credentials and program requirements. (Understanding) (CLO5) TAC §149.2001.a, TAC §149.2001.b.1.A.i.(V), TAC §241.15.c.1, ISTE Standard 5.d. Connected Learner Week 3 Learning Objectives (W3LO): Week 3 Level Objectives: Curriculum Alignment: Identify and interpret core elements of curriculum alignment used to improve student achievement (Knowledge & Analyzing) (CLO3) TAC §149.2001.a, TAC §149.2001.b.1.A.i.(II)(III)(IV), TAC §149.2001.b.1.B.(i) 1. W3LO1: (CLO3) Examine the role of an instructional leader through the examination of state and district standards for curriculum alignment. 2. W3LO2: (CLO3) Explore and analyze the core elements of curriculum alignment to improve student achievement. 3. W3LO3: (CLO3) Facilitate the planning development of curriculum alignment through instructional alignment, assignment alignment, benchmark alignment, and rubric alignment. 1 Lamar University Revised Spring 2023 v.02.23 EDLD 5352 Instructional Leadership-Week 3 Assignment 4. W3LO4: (CLO3) Cultivate the importance of planning and curriculum to improve alignment through professional development that promotes student rigor on a campus. Overview: In Week 1 of this course, you examined a framework called the Instructional Core to help instructional leaders understand that curriculum, instruction, and the learner are interrelated. In Week 2, you focused on growing your understanding of the importance of making data driven decisions about the instructional practices on your campus. Now in Week 3, you will focus on curriculum and examine both external accountability (state curriculum requirements including content standards and assessments) and internal accountability (alignment of curriculum standards, course content and assessments). Rigor in content, assessments, and learning activities is a priority when aligning and planning curriculum for instructional leaders of the 21st century. W3LO1: (CLO1) Resources: Week 3 Readings: Be sure you are logged into Blackboard in order to access all of the readings from these links.  Bambrick-Santoyo, P. (2019). Driven by data 2.0.  Bambrick-Santoyo, P. (2018). Leverage Leadership 2.0: A Practical Guide to Building Exceptional Schools. John Wiley & Sons.  Lunenburg, F. C. (2010, September). The principal as instructional leader. In National forum of educational and supervision journal (Vol. 27, No. 4).  Desravines, J., Aquino, J., & Fenton, B. (2016). Breakthrough principals: A step-by-step guide to building stronger schools. John Wiley & Sons.  EL Education Core Practices. (2017) (n.d.).  Center on Standards and Assessments Implementation (CSAI), & WestEd. (2018). Standards Alignment to Curriculum and Assessment. CSAI Update. In Center on Standards and Assessments Implementation. Center on Standards and Assessments Implementation. 2 Lamar University Revised Spring 2023 v.02.23 EDLD 5352 Instructional Leadership-Week 3 Assignment Week 3 Assignment Rubric: Use the Rubric to guide your writing. Level 3 Meets Minimum Criteria is the baseline passing standard for candidates. Tasks Level 1: Does not meet the minimum criteria 0 points Level 2: Approaches minimum criteria 12 points Level 3: Meets minimum criteria 16 points Level 4: Meets target criteria 20 points Part 1: Summary & Analysis Candidate conducts an analysis of state curriculum requirements to ensure that state academic standards are aligned in local curriculum. NELP 4 PSEL 4 W3LO1:(CLO1) W3LO2:(CLO3) Candidate provides limited evidence of understanding local and state curriculum standards with no process to review local school district curriculum policy. (S) Candidate describes some of the requirements and demonstrates little evidence of ability to review local school district documents and navigate website aimed at locating board policy related to curriculum. (S) Candidate summarizes the requirements of the local and statemandated curriculum standards while demonstrating a limited ability to locate district documents and navigate the school district website to locate board policy related to curriculum. (S) Candidate provides indepth summary of the requirements of local and state- mandated curriculum standards with great skill in locating district curriculum documents and is able to compose an in-depth analysis of local curriculum policies with examples of alignment between state standards and local curriculum requirements. (S) Part 2: Curriculum Crosswalk to Alignment Candidate facilitates the planning and development of a curriculum crosswalk for alignment process to align state curriculum standards with district scope and sequence to campus course content that includes rigorous lessons and units of study. NELP 4 PSEL 4 W3LO3: (CLO3) Candidate provides no evidence about the planning and development process for the curriculum crosswalk for alignment to assess school district curriculum and alignment to state standards. (S) Candidate offers little evidence about the planning and development process for the curriculum crosswalk for alignment to assess school district curriculum and alignment to state standards. (S) Candidate offers some evidence about the planning and development process for the curriculum crosswalk for alignment to assess school district curriculum and alignment to state standards. (S) Candidate provides comprehensive evidence about the planning and development process for the curriculum crosswalk for alignment to assess school district curriculum and alignment to state standards. (S) Part 3: Draft Element for Professional Development Candidate prepares a professional Candidate provides no evidence of evaluations, curricula design, and strategies that support high-quality curricula, objectives, evidence, and technology-rich activities Candidate provides limited evidence of evaluations but does not include curricula design and strategies that support high-quality curricula, objectives,