To demonstrate competence in curriculum, instruction, and assessment for the success of all learners, a superintendent, principal, director of special education, or director of community education must:
(1) implement state academic standards and 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 differentiated 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, 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; and;
(7) 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.
Description
This artifact is a training and pacing guide for the reading training required by MN legislation. I was trained as a trainer for our district and developed this pacing guide to support my teachers' learning over the course of the year. The training teaches research and best practices in literacy instruction to support classroom instruction and student development.
Reflection
Observed needs may determine professional development for staff, but at times, it is dictated by legislation. The instructional leader for the building must promote and support instructional practices consistent with research and promote student development. As a trainer of approved professional development, I understand the research and the expectations for teachers going through the training.
Subcompetencies: 1, 2, 4, 6, 7
Description
This artifact is a set of slides I used to give a professional development session supporting the writing of standards-based assessments. The presentation applied research on best practices to support the development of valid assessments to measure student learning.Â
Reflection
As a current instructional leader with experience providing needs-based professional development for teachers across the K-12 band, I am prepared to support and assess instructional and assessment practices utilized by the teachers in my building. Preparing assessment-focused professional development also helped me consider how our assessment practices support equity of learning and align with the district's mission.
Subcompetencies: 1, 2, 3, 5, 6
Description
This artifact is a slide deck from a Data Meeting I prepared and led with a team of teachers. It included a look at grade-level data and plans to adjust the interventions provided. The adjustments suggested were in response to data, aligned with research, and designed to improve student learning.
Reflection
The building leader must utilize data to inform the instructional needs of students in the building. I have experience organizing data for analysis and guiding conversations in response to the data to improve student outcomes. In the data meeting represented by this artifact, there were discussions about accommodations and modifications needed by groups of students to improve learning.
Subcompetencies: 4, 5, 6, 7