EDLD 5352 Week 2 Assignment Curriculum Alignment and Planning as an Instructional Leader
Week 2: 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)
- Develop a fundamental understanding of instructional leadership. (Evaluating) (CLO1)
- Identify and interpret core elements of curriculum alignment used to improve student achievement (Knowledge & Analyzing) (CLO2)
- Analyze and evaluate data to drive instruction. (Analyzing) (CLO3)
- Formulate a professional development plan applying data driven decision making. (Creating) (CLO4)
- Exemplify requisite credentials and program requirements. (Understanding) (CLO5)
Week 2 Learning Objectives (W2LO):
- W2LO1: (CLO1) Examine the role of an instructional leader through the examination of state and district standards for curriculum alignment.
- W2LO2: (CLO2) Explore and analyze the core elements of curriculum alignment to improve student achievement.
- W2LO3: (CLO2) Facilitate the planning development of curriculum alignment through instructional alignment, assignment alignment, benchmark alignment, and rubric alignment.
- W2LO4: (CLO2) 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. Now in Week 2, 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.
Resources:
Week 2 Readings: Be sure you are logged into Blackboard in order to access all of the readings from these links. All References listed below are in APA format for citation.
1. Lunenburg, F. C. (2010, September). The principal as instructional leader. In National forum of educational and supervision journal (Vol. 27, No. 4, pp. 1-7).
http://www.nationalforum.com/Electronic%20Journal%20Volumes/Lunenburg,%20Fred%20C.%20The%20Principal%20as%20Instructional%20Leader%20NFEASJ%20V27%20N4%202010.pdf
2. EL Education Core Practices. (2017) (n.d.). Retrieved from https://eleducation.org/resources/core-practices-beta-version-2017. p.16 & 76
https://eleducation.org/uploads/downloads/ELED-CorePractices-1115.pdf
3. Center on Standards and Assessments Implementation (CSAI), & WestEd. (2018). Standards Alignment to Curriculum and Assessment. CSAI Update. Center on Standards and Assessments Implementation. Center on Standards and Assessments Implementation. Retrieved from
https://libproxy.lamar.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED588503&site=eds-live
4. Desravines, J., Aquino, J., & Fenton, B. (2016). Breakthrough principals: A step-by-step guide to building stronger schools. John Wiley & Sons. p.51-67
5. Bambrick-Santoyo, P. (2018). Leverage Leadership 2.0: A Practical Guide to Building Exceptional Schools. John Wiley & Sons. p.1-21, 89-125.
Week 2 Assignment Rubric:
Use the Rubric to guide your writing.
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Tasks
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Level 1: Does not meet the minimum criteria
0 points
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Level 2: Approaches minimum criteria
2 points
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Level 3: Meets minimum criteria
4 points
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Level 4: Meets target criteria
8 points
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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
W2LO1:(CLO1)
W2LO2:(CLO2)
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Candidate provides limited evidence of understanding state curriculum standards. (K)
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Candidate describes some of the requirements of the state-mandated curriculum. (K)
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Candidate summarizes the requirements of the state-mandated curriculum standards. (K)
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Candidate provides in-depth summary of the requirements of state- mandated curriculum standards. (K)
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Candidate demonstrates no process to review local school district curriculum policy. (S)
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Candidate demonstrates some evidence of ability to review local school district documents and navigate web site aimed at locating board policy related to curriculum. (S)
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Candidate demonstrates the ability to locate district documents and navigate the school district Web site to locate board policy related to curriculum. (S)
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Candidate demonstrates 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)
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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
W2LO3: (CLO2)
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Candidate provides no evidence about the planning process for the curriculum crosswalk for alignment to assess school district curriculum and alignment to state standards. (S)
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Candidate offers little evidence about the planning process for the curriculum crosswalk for alignment to assess school district curriculum and alignment to state standards. (S)
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Candidate offers some evidence about the planning process for the curriculum crosswalk for alignment to assess school district curriculum and alignment to state standards. (S)
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Candidate provides comprehensive evidence about the planning process for the curriculum crosswalk for alignment to assess school district curriculum and alignment to state standards. (S)
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Candidate provides no evidence about the alignment of campus curriculum and teacher instruction to school district curriculum and state standards. (K)
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Candidate offers little evidence about the alignment of campus curriculum and teacher instruction to school district curriculum and state standards and offers some ideas about lesson templates for curriculum planning. (K)
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Candidate offers some evidence about the alignment of campus curriculum and teacher instruction to school district curriculum and state standards and gives guidelines about lesson templates for curriculum planning. (K)
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Candidate provides comprehensive evidence about the alignment of campus curriculum and teacher instruction to school district curriculum and state standards and provides comprehensive lesson templates for curriculum. planning. (K)
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Candidate provides no examples of alignment about student achievement to school district curriculum and state standards through assignments, benchmarks, or rubrics. (M)
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Candidate provides little examples of alignment about student achievement to school district curriculum and state standards through assignments, benchmarks, or rubrics. (M)
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Candidate provides some examples of the alignment about student achievement to school district curriculum and state standards through assignments, benchmarks, or rubrics. (M)
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Candidate provides comprehensive knowledge and examples of alignment about student achievement to school district curriculum and state standards through assignments, benchmarks, or rubrics. (M)
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Part 3:
Draft Element for Professional Development
Candidate prepares a professional development plan focused on academically challenging content to ensure the campus level curricula programs engage students in a rigorous process of deep learning outcomes and assessment.
NELP Component 4.1
PSEL 4
W1LO3:(CLO2)
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Candidate offers no evidence of resources or curriculum materials to implement high-quality content and assessment. (S)
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Candidate offers little evidence of resources or curriculum materials to implement high-quality content and assessment. (S)
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Candidate provides evidence of resources or curriculum materials to implement high-quality content and assessment and require students to apply knowledge. (S)
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Candidate provides comprehensive evidence of resources or curriculum materials to implement curriculum activities and materials which include high-quality content and require students to apply their knowledge. (S)
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Candidate cannot provide examples or develop a schedule or technology-rich activities of what might go into a teachers’ professional development that are academically challenging and content focused to improve student rigor. (S)
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Candidate provides little examples and the development of a schedule and technology-rich activities for teachers’ professional development that are academically challenging, and content focused to improve student rigor. (S)
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Candidate provides examples and develops a schedule and technology-rich activities for teachers’ professional development that are academically challenging, and content focused to improve student rigor. (S)
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Candidate articulates a depth of knowledge and prepares a comprehensive schedule and technology-rich activities for teachers’ professional development that are academically challenging, and content focused to improve student rigor. (S)
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Candidate provides no capacity to evaluate objectives about curriculum alignment for the professional development plan. (S)
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Candidate provides some capacity to evaluate objectives about curriculum alignment for the professional development plan. (S)
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Candidate provides a developed capacity to evaluate objectives about curriculum alignment for the professional development plan. (S)
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Candidate articulates a depth of knowledge and prepares a comprehensive evaluation of objectives about curriculum alignment for the professional development plan. (S)
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Candidate has no capacity to develop resources for ongoing follow-up to measure progress from the professional development through benchmark review of the curriculum, assessments to check if students engage in higher levels of learning, and evaluation of rigorous instruction. (S)
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Candidate has little capacity to develop resources for ongoing follow-up to measure progress from the professional development through benchmark review of the curriculum, assessments to check if students engage in higher levels of learning, and evaluation of rigorous instruction. (S)
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Candidate has some capacity to develop resources for ongoing follow-up to measure progress from the professional development through benchmark review of the curriculum, assessments to check if students engage in higher levels of learning, and evaluation of rigorous instruction. (S)
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Candidate has capacity to develop comprehensive resources for ongoing follow-up to measure progress from the professional development through benchmark review of the curriculum, assessments to check if students engage in higher levels of learning, and evaluation of rigorous instruction. (S)
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Writing Elements:
W2LO4: (CLO2)
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Candidate had spelling, grammar, or technical writing errors.
0-points
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Candidate had no spelling, grammar, or technical writing errors.
3-points
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Part 1: Review State Curriculum Standards and Local District Curriculum Policy
Directions:
A. Summary W2LO1:(CLO1), W2LO2:(CLO2): Using the Basic Writing Elements Model found in the Resource section of this course, complete the following summary regarding the state standards and analysis regarding district standards. Access the TEA Web site at link below. Include at least one paragraph on each Rule from Chapter 74 of the Texas Administrator Code, Title 19.
http://texreg.sos.state.tx.us/public/readtac$ext.ViewTAC?tac_view=5&ti=19&pt=2&ch=74&sch=A&rl=Y
Texas Administrative Code:
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§74.1
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Essential Knowledge and Skills
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§74.2
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Description of a Required Elementary Curriculum
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§74.3
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Description of a Required Secondary Curriculum
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§74.4
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English Language Proficiency Standards
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§74.5
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Academic Achievement Record (Transcript)
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§74.6
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College and Career Readiness and Texas Essential Knowledge and Skills Alignment
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B. Review your school district’s policy on curriculum and instruction which should be available on your district’s web site.
C. Cite any sources and/or readings used as evidence to support your statements in APA format.
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State Standards:
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Directions: Compose a six-paragraph summary including each of the following six Rules from Chapter 74 in the Texas Administrative Code, Title 19. Be sure to include one paragraph per Rule listed above.
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Summary:
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The Texas Education Agency (2017), explained the state standard of Essential Knowledge and Skills as….
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District Policy:
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Directions: Compose a three-paragraph analysis. After reviewing your school district’s policy regarding curriculum and instruction and based on what you learned about TEA curriculum standards requirements, analyze the following questions listed below. These are core alignment topics to ensure the direction of your district’s curriculum is aligned to the state with a focus on improving student achievement.
Be sure to include one paragraph per question.
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Analysis:
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Is your district’s policy comprehensive enough? State why or why not.
The Fallen Independent School District (2018), described the alignment to state standards…..
Does your district’s curriculum policy align with Texas standards (e.g. TEKS)? State why or why not?
Does your district’s curriculum policy make specific requirements about student achievement? If not, as an instructional leader what would you recommend?
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Reference
Texas Education Agency. (2018). Texas Administrative Code. Date. http://texreg.sos.state.tx.us/public/readtac$ext.ViewTAC?tac_view=5&ti=19&pt=2&ch=74&sch=A&rl=Y
Fallen Independent School District. (2018). District Curriculum Policy. Date. (URL link).
Part 2: Organizing a Crosswalk: Building for Curriculum Alignment
Directions:
A. Crosswalk: W2LO3: (CLO2): Pick a content specific area of need from the Data Set you received with the Week 1 Assignment. Then, focus on the alignment between that area’s state standards (external accountability) and your district, campus, instructors, and assessments (internal accountability) curriculum. There are three elements to this Crosswalk 1) Research 2) Planning 3) Accountability. You will be completing the Planning (white section) element to the Curriculum Crosswalk for Alignment. Examples are listed for you to reference, delete examples prior to beginning.
B. Use this link to access your state Texas Essential Skills & Knowledge (TEKS): https://tea.texas.gov/curriculum/teks/
(You do not have to cite APA in this section)
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Curriculum Crosswalk for Alignment
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External Accountability: How well are we doing?
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Internal Accountability:
What are we doing?
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1. State Standards
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2. District Curriculum & Instruction
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3. Campus Curriculum Alignment
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4. Teachers Instruction
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5. Student Achievement
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Assessment
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Research: Gather the resources you will need to build a Curriculum Crosswalk for Alignment.
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TEKS Chapter
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Scope & Sequence
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Year in Brief or Scope & Sequence
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Instructional Grid or Lesson Plans
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Assessments, Student Work Assignments, Benchmark
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https://tea.texas.gov/curriculum/teks/
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https://www.houstonisd.org/site/handlers/filedownload.ashx?moduleinstanceid=117961&dataid=65731&FileName=ScopeAndSequence_HS_MTH_ALG1.pdf
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http://ahhs.ahisd.net/staff/teacher_resources/scope_and_sequence
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http://shmp.info/high-school-mathematics-lesson-plan-template/high-school-mathematics-lesson-plan-template-math-lesson-high-school197537-myscres-templates/
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https://www.basic-mathematics.com/algebra-practice-test.html
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Planning: How will you get the Curriculum to Align?
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§111.39. Algebra I Adopted 2012 (One Credit).
2(B) write linear equations in two variables in various forms, including y = mx + b, Ax + By = C, and y - y1 = m (x - x1), given one point and the slope and given two points;
End of Course Exams (EOC)
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District Scope & Sequence
Cycle 1-first 6-weeks, 28 Days
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Campus Scope and Sequence
Cycle 1-first 6-weeks, 28 Days
3 class periods (90-minutes each) or 6 class periods (45-minutes each)
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Instructional
Unit 4: Equations of Lines Students write various forms of linear equations from multiple representations and connect them to their graphs and to the parent graph of linear functions in mathematical and real-world situations, including parallel and perpendicular lines.
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6-Week Summative Assessment
Calculate the slope between the two points (-3, 3), (3, -1)
m=
y2−y1/x2−x1=
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Accountability: Where are these items archived for accountability, stakeholders, and transparency?
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State Agency URL
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Admin Office, URL to Scope & Sequence or DIP,
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Principal Office, Department Chair, URL to Scope & Sequence or CIP,
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Principal, Department Chair, Online Lesson Plans, Teacher
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Teacher, Data Points
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http://ritter.tea.state.tx.us/rules/tac/chapter111/index.html
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Central office or https://www.cfisd.net/en/about/know-your-district/district-improvement-plan/
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Principal Office or https://www.cfisd.net/download_file/22917/487/
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Teacher copy or
https://www.chalk.com/planboard/
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Student work, 6-week exams, reflections, online data, summative assessments, formative assessments, and EOC
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Part 3: Element for Professional Development:
Comprehensive School-Level Instructional Leadership 3-Day Professional Development Plan
The final signature assessment in this course is to write a comprehensive, school-level instructional leadership 3-Day professional development plan. This plan will be due in Week 4 and include multiple elements. This week you will focus on one of the Elements for Professional Development called, Content: Providing Academically Challenging Content: Curriculum Alignment.
Directions:
A. Align the Curriculum W2LO4: (CLO2): Working with your data sets given with the Week 1 assignment, you began to identify trends, patterns, and themes from student work, the TAPR, and the results from a teachers’ professional development needs survey to identify your initial information for your 3-Day Professional Development Plan. Now, you will plan an Activity portion of the 3-Day Professional Development Plan that will focus on Curriculum Alignment. You may reference your textbook Leverage Leadership 2.0 Chapter 2: Planning pages 89-125. Also, reference the CD Resource Document from that textbook named: Online: TA-Lesson-Plan-Meeting-One-Pager-v2 is an Exemplar example of this element of your Professional Development Plan. Examples are listed for you to reference, delete examples prior to beginning.
B. Complete the section Content: Providing Academically Challenging Content.
C. Use 12 pt. black font: Times New Roman. The table cells will expand to fit your text.
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Content:
Providing Academically Challenging Content
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Professional Development: Day 2: Curriculum Alignment
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Resources:
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State, District, and Campus Standards:
o List items here
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Schedule & Activities:
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Schedule & Activities to be conducted: (Describe in depth the activities)
o “Map it Out”, “See it, Name it” “Do it” (Leverage Leadership 2.0)
o 9:00am-10:00am- Map it Out
o 10:00am-12:00pm- See it
o 12:00pm-1:00pm- Lunch
o 1:00pm-2:00pm-Name it
o 2:00pm-3:00pm-Do it
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Content:
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Professional Development Objective:
Curriculum Alignment
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Evaluation/Follow-up Methods: Choose a “best practices” or evidence-based strategies to be used to measure progress:
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· Applications
· Strategies
· Implementation Tools
· T-TESS Evaluations
· Walk Throughs
· 6- or 9-Week Check-ups-for progress monitor
· Year-long calendar to document improvement from previous year
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Answers
Status NEW
Posted 25 Sep 2019 08:09 AM
My Price 10.00
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