Standard 4

Develop and support intellectually rigorous and coherent systems of curriculum, instruction, and assessment to promote each student’s academic success and well-being. Effective educational leaders develop and support equitable and intellectually rigorous and coherent systems of curriculum, instruction, and assessment to maximize each student’s growth and learning. Education leaders promote the use of rigorous curricula, which set high expectations for students and are aligned to academic standards. They seek to maximize student learning through authentic and differentiated pedagogy, systems of support, and effective assessment strategies that inform instruction. They develop and coordinate these systems in ways that create opportunities to personalize the academic program to meet individual student needs. The effectiveness of implementation and the impact of these systems on student learning are evaluated. Effective leaders:

• 1. Promote the mission, vision, and core values of the school, embody high expectations for student learning, and align curriculum, instruction and assessment with academic standards that are culturally responsive.

  2. Align and focus systems of curriculum, instruction, and assessment within and across grade levels to promote student academic success, love of learning, the identities and habits of learners, and healthy sense of self.

  3. Promote instructional and assessment practice that is consistent with knowledge of learning, learner growth and development, effective pedagogy, and the needs of each student.

  4. Guide the selection and implementation of evidence-based teaching strategies, curricular materials, educational technologies, and other resources appropriate to address diverse student populations.

  5. Ensure instructional practice that is intellectually challenging, authentic to student experiences, aligned to student strengths, and is differentiated and personalized.

  6. Collaboratively model and promote with all stakeholders a culture of high expectations for all students.

  7. Promote the effective use of technology.

  8. Employ valid assessments that are consistent with knowledge of child learning and development and technical standards of measurement.

  9. Monitor and evaluate the use of diagnostic, formative, and summative assessment to provide timely and accurate feedback to students and parents, and to inform instructional practices.

Class Assignment = CA Practice-Based Experience = PBE

PSEL Standard 4 Summary

Standard 4 focuses on effective leaders who develop rigorous and relevant systems of instruction and assessments that align with the curriculum and standards outlined by the state. Leaders must also create a mission and vision that reflects the schools purpose as it relates to curriculum, instruction and assessment. Effective leaders promote instructional practices that directly address the needs of all students, including students with disabilities. Leaders work diligently towards using evidence based research to inform practices and create effective instructional pedagogies to assist curriculum implementation. Effective leaders make proficient use of formative and summative data assessments to appropriately monitor the progress of both teachers and students. Based on the standard, effective leaders promote working collaboratively with other teachers to increase capacity for effective learning.

Artifact #1 School Climate Assessment (PBE)

Artifact 1 a presentation for members of upper leadership which was shared with me by my mentor. My role was to get an idea of some of the agenda items addressed during an upper leadership meeting and determine how it effects our school initiative for the up and coming year.

https://docs.google.com/presentation/d/1UY2XaGoNz9hCDZabFD4jU_d_WICMJKaQlVLkuXgcIps/edit#slide=id.p

Artifact #2 Giving Effective Feedback (PBE)

Artifact 2 was a resource used by my principal to discuss ways to provide teachers with effective feedback. My role was strictly observational

https://docs.google.com/document/d/1gAsFrOZu9HvlZXvDOXvm928tO0kiSOEfRBfzkUMPMAA/edit

Artifact #3 Find Rigor Workshop (PBE)

Artifact 2 is a small segment of a resource used to openly discuss concerns with how rigor is being presented during coaching sessions. My role was to observe and pose clarifying questions directly to the upper leadership team.

https://docs.google.com/document/d/1elp9i3ex4mix0lQd5GYzcOUbSEwpNbw33WsRBzL--hk/edit

Artifact #4 Guided Reading Workshop (PBE)

Artifact 4 is a document used during a guided reading workshop. I served as co-facilitator and modeled action steps for teachers, and assisted in teach-backs by giving constructive feedback.

https://docs.google.com/document/d/1nybdts-dekZIj0-bnUgrUjWRxsPFb-jfzgOO5sC0ix4/edit

Artifact #5 PSEL Standard 4 Article Analysis (CA)

Artifact 5 was an assignment in 8970 in which we had to find an article that directly aligns with a standard and analyze. The article covered PSEL Standard 4: Curriculum Instruction, and Assessment Article Analysis

https://docs.google.com/document/d/17xps9mkcVJfH94riKpfvZ20993UBgR9tjyaRBa7eGcY/edit