Curriculum, Instruction, and Assessment for All Learners

1. 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;

2. Develop, assess, and support teachers’ and staff members’ professional knowledge, skills, and practice through differential opportunities and emerging trends for learning and growth, guided by understanding professional and adult learning and development;

3. Apply research and best practices on integrating curriculum, technology, and relevant resources to help all learners achieve at high levels;

4. 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;

5. 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;

6. Lead and assess instructional practice that is consistent with knowledge of child learning and development, effective pedagogy, and the needs of each student; and

7. Promote instructional practice that is consistent with knowledge of child learning and development, intellectually challenging, authentic to student experiences, recognizes student strengths, and differentiated and personalized.

Artifact 1: Elmentary Science Curriculum Pilot (Sub-competencies 1, 5, 6, & 7)

Description:

I was part of a team to that identified materials for all elementary levels to pilot in the 22-23 school year to be implemented with the new science standards in the 23-24 school year. Teachers completed weekly observations in each of the pilot materials and I participated in classroom observations of each pilot teacher with each material. This data will be reviewed in February to determine the resources to be purchased and implemented.

Reflection:

Observing the materials being used in classrooms of different teachers at various grade levels was great in determining which materials fit into the new standards and our district vision the best. I was able to look for student interaction with the materials, collaboration, academic language, differentiation, etc. We are looking to incorporate phenomena-based teaching into every level of science in the district, therefore seeing these materials in action really helped examine what materials worked the best.

Artifacts:

Science pilot classroom observation checklist form, Teacher weekly reflection form, curriculum development board policy, Curriculum review steps and committees, and 2019 MN Science standards

Artifact 2: Professional Learning System (Sub-competency 2)

Description:

I assisted in the process of implementing a new system to run and track professional learning in our district. We moved from My Learning Plan to PowerSchool Professional Learning. I participated in the initial setup, rostering, training, and implementation. I also worked on a team to develop and set up our district transcripts to reflect MDE licensure requirements and category totals. I was able to connect with all district staff to introduce and troubleshoot the system.

Reflection:

I enjoyed helping with the implementation of this new system. First, it provides us with greater flexibility for our asynchronous professional learning catalog and is integrated with our secondary LMS for seamless offerings. I enjoyed working with a variety of district staff to introduce the system. I worked with paras, custodians, teachers, food service, administrators, directors, and superintendents while working with this system.

Artifacts:

Transcript Setup, introduction video, and guide

Artifact 3: Modern Classrooms Model PLTs (Sub-competencies 4 & 7)

Description:

As teaching and learning change in a post COVID environment, new and better ways of instruction are at the forefront of education. The model our district has been promoting and piloting is the Modern Classrooms Project, a research-backed instructional model to respond to every student’s needs. This model is set on three instructional practices: blended instruction, self-paced structures, and mastery-based grading. I worked to introduce and implement this instructional model at all secondary schools in the district, even piloting with teachers who were interested.

Reflection:

The modern classroom project is perfect for teachers who are ready to ditch the "one-size-fits-all" instructional model. However, for teachers who are not ready for the change, it seems to be a difficult change. Due to this I created a cycle of learning for PLTs at McKinley ALC. Teachers examined a single component of the model in the PLTs to make the change more incremental. For the first cycle we focused on research-based best practices of instructional video and blended learning. This was more attainable and garnered more teacher interest in moving further.

Artifacts:

Modern Classrooms Essentials Certificate of Completion, McKinley Modern Classroom PLT Timeline,

Instructional video student data collection form, Modern Classroom Model presentation

Artifact 4: Innovators Cohort (Sub-competencies 4 & 7)

Description:

In order to provide support to teachers who are looking to try new and better things in their classrooms. We created the innovators cohort. Teachers (preK-12) were identified by principals to participate and were offered a paid day in June to get together and work on innovation and new ideas. I was able to lead this team in creating a shared definition of innovation so we were all grounded in our work for the day. Teachers were able to break into groups of various types throughout the day to talk about and plan for the next school year.

Reflection:

I think starting by creating our shared definition of innovation was key. We asked small groups to come up with their definitions, then during a break our innovation team worked to put all those definitions together. We were able to get ideas from EVERY team's definition into the shared vision. This was key to moving into the next phases of the day. Teachers were much more willing to take risks and think in new ways.

Artifacts:

June 7th presentation and the shared definition that was created.

Artifact 5: Science Vertical Team (Sub-competency 1)

Description:

The vertical team is a group of educators at various grade levels who work together to help more students acquire the academic skills necessary for success. Often, teachers at the elementary level don’t know what their colleagues in middle school and high schools are teaching and vice versa. As a result, teachers operate in isolation, spending either too much time or not enough time on skills or content. We gather teachers of specific content areas grades K-12 twice a year to partner to create consistent and connected learning environments and get a better understand of learning of science at all grade levels.

Reflection:

This teaming allows teachers at all levels to see how aspects of learning are implemented at each grade level and allows teachers to create connections between grade levels for students. This year we focused on the cross-cutting concepts highlighted in the new MN science standards with activities that show how these cross-cutting concepts are taught and connect at each grade level with ideas and resources for implementation.

Artifacts:

Science Vertical Team Agenda & Presentation 8/31/22, Science Vertical Team Agenda and Presentation 11/8/22, NGSS cross cutting concepts activity video

Additional Resources and Artifacts of Learning