K12 Principal Competency: Curriculum Instruction & Assessment for the success of all learners
H1 - Implement state academic standards, a coherent system of culturally responsive curriculum, instruction, and assessment that promotes the mission, vision, and core values of the district to embody high expectations for student learning.
H2 - Develop, assess, and support teachers’ and staff members’ professional knowledge, skills, and practice through differentiated opportunities and emerging trends for learning and growth, guided by understanding professional and adult learning and development
H3 - Apply research and best practices on integrating curriculum, technology, and relevant resources to help all learners achieve at high levels
H4 - Understand and assess the implementation of alternative instructional designs, curriculum, positive approaches to behavior management, and assessment accommodations and modifications as appropriate in all programs
H5 - Demonstrate the ability to use data from valid assessments that are consistent with knowledge of child learning and development and technical standards of measurement to monitor student progress
H6 - Lead, support with meaningful and effective feedback, and assess instructional practice that is consistent with knowledge of child learning and development, effective pedagogy, and the needs of each student
H7 - Promote and support instructional practice that is consistent with knowledge of child learning and development, is intellectually challenging, is authentic to student experiences, recognizes student strengths, and is differentiated and personalized
H2 - Develop, assess, and support teachers’ and staff members’ professional knowledge, skills, and practice through differentiated opportunities and emerging trends for learning and growth, guided by understanding professional and adult learning and development
H3 - Apply research and best practices on integrating curriculum, technology, and relevant resources to help all learners achieve at high levels
H4 - Understand and assess the implementation of alternative instructional designs, curriculum, positive approaches to behavior management, and assessment accommodations and modifications as appropriate in all programs
H5 - Demonstrate the ability to use data from valid assessments that are consistent with knowledge of child learning and development and technical standards of measurement to monitor student progress
H6 - Lead, support with meaningful and effective feedback, and assess instructional practice that is consistent with knowledge of child learning and development, effective pedagogy, and the needs of each student
H7 - Promote and support instructional practice that is consistent with knowledge of child learning and development, is intellectually challenging, is authentic to student experiences, recognizes student strengths, and is differentiated and personalized
Artifacts
reflection
Curriculum and assessment is a strength of mine and something I am very passionate about. I am an adjunct professor for MSUM in the School of Teaching and Learning under their Curriculum and Instruction program. I have included two course learner guides to highlight the academic coursework that have impacted my development as an instructional leader. Additionally, facilitating these courses have allow me to connect and broaden my personal learning network to empower myself with a variety of district/school perspectives. Through K12 Curriculum and Instruction, graduate students also evaluate current curriculum to identify its strengths and weaknesses. Through these evaluations I have been able to learn about a plethora of curriculum in all content areas, including math and reading.
Our district does not have a system in place for teachers who desire to write their own curriculum. During my practicum, I developed a curriculum writing program that guides teachers through a district-wide process that includes expectations, layout, and professional development. I have also included the World History coursework that I cowrote for Minnesota Partnership for Collaborative Curriculum. Both of these artifacts demonstrate my ability to implement and unpack MN state standards and build curriculum that is culturally responsive and rigorous. Additionally, the curriculum includes a variety of formative and summative assessments to authentically gauge student understanding. Using formative assessments are imperative and that data should guide future instruction. Formative assessments are also a reflective tool for both teachers and students.
Two additional pieces of evidence I included are a reflection video based off the book The Best Schools: How Human Development Research Should Inform Educational Practice by Thomas Armstrong and a Google Slide presentation highlighting my philosophy of education when it comes to diversity in education. This book summarized how the best elementary, middle, and high schools are structured in both curriculum and in physical space. In the end, I closely evaluated the program-level I was least familiar with and compared our program to best practices identified in the text.
Lastly, I included professional development presentations I created. This illustrates my ability to develop, assess, and support teachers' and staff members' professional knowledge, skills, and practice through different opportunities. Some of these sessions were held during inservice days but some of them were offered after school via Google Meet to ensure social distancing requirements were being met. These presentations also demonstrate by ability to apply research and best practices on integrating curriculum, technology, and relevant resources to help all learners.
Our district does not have a system in place for teachers who desire to write their own curriculum. During my practicum, I developed a curriculum writing program that guides teachers through a district-wide process that includes expectations, layout, and professional development. I have also included the World History coursework that I cowrote for Minnesota Partnership for Collaborative Curriculum. Both of these artifacts demonstrate my ability to implement and unpack MN state standards and build curriculum that is culturally responsive and rigorous. Additionally, the curriculum includes a variety of formative and summative assessments to authentically gauge student understanding. Using formative assessments are imperative and that data should guide future instruction. Formative assessments are also a reflective tool for both teachers and students.
Two additional pieces of evidence I included are a reflection video based off the book The Best Schools: How Human Development Research Should Inform Educational Practice by Thomas Armstrong and a Google Slide presentation highlighting my philosophy of education when it comes to diversity in education. This book summarized how the best elementary, middle, and high schools are structured in both curriculum and in physical space. In the end, I closely evaluated the program-level I was least familiar with and compared our program to best practices identified in the text.
Lastly, I included professional development presentations I created. This illustrates my ability to develop, assess, and support teachers' and staff members' professional knowledge, skills, and practice through different opportunities. Some of these sessions were held during inservice days but some of them were offered after school via Google Meet to ensure social distancing requirements were being met. These presentations also demonstrate by ability to apply research and best practices on integrating curriculum, technology, and relevant resources to help all learners.