K12 Principal Competency: Instructional Leadership
A1 - Support teachers and staff in the implementation of state academic standards, coherent systems of culturally responsive curriculum, instruction and assessment that promote missions, vision and core values of the school district to embody high expectations for student learning.
A2 - Demonstrate the ability to understand and apply district wide literacy, lead school-wide literacy efforts in all content areas including numeracy.
A2 - Demonstrate the ability to understand and apply district wide literacy, lead school-wide literacy efforts in all content areas including numeracy.
Artifacts
reflection
Instructional leadership 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 network 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.
Lastly, I included a reflection video based off the book The Best Schools: How Human Development Research Should Inform Educational Practice by Thomas Armstrong. This book reviewed 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. While this helped me become more familiar with literacy and numeracy efforts in the elementary, I do feel this is an area of focus as I continue to grow.
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.
Lastly, I included a reflection video based off the book The Best Schools: How Human Development Research Should Inform Educational Practice by Thomas Armstrong. This book reviewed 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. While this helped me become more familiar with literacy and numeracy efforts in the elementary, I do feel this is an area of focus as I continue to grow.