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Competencies:
Competencies:
Demonstrate the ability to enhance teaching and learning through curriculum assessment and strategic planning for all learners, including pre-K, elementary, middle, junior high school, high school, special education and adult levels;
Demonstrate the ability to provide planning and methods to anticipate trends and educational implications;
Demonstrate the ability to develop, implement, and monitor procedures to align, sequence, and articulate curriculum and validate curricular procedures;
Demonstrate the ability to identify instructional objectives and use valid and reliable performance indicators and evaluative procedures to measure performance outcomes;
Appropriately use learning technologies;
Demonstrate an understanding of alternative instructional designs, curriculum, behavior management, and assessment accommodations and modifications;
Demonstrate an understanding of the urgency of global competitiveness
REflection:
REflection:
My coursework expanded my understanding of curriculum design, instructional alignment, assessment practices, and the use of evidence-based strategies to support diverse learners. I strengthened my ability to understand curriculum across grade levels and program areas, analyze instructional needs, and engage in strategic planning for student success. During my practicum, I applied these concepts by supporting teachers with intervention planning, modifying curriculum, and aligning accommodations and modifications with instructional goals.
I also gained experience evaluating curricular structures within special education programs and collaborating with general education teams to support consistent expectations and access. Through progress-monitoring systems, evaluation leadership, and MTSS problem-solving, I developed a deeper understanding of how to use data to inform curriculum decisions. These combined experiences prepared me to support staff in designing learning environments that promote growth and success for all students.
Artifacts
Artifacts
SEL Curriculum training
SEL Curriculum training
The SEL Curriculum Menu training was developed by our district curriculum coach, and I collaborated with her to ensure that our special education teachers had meaningful access to the information and resources presented. Recognizing the importance of social–emotional learning for students in our EBD and center-based programs, I helped coordinate the session logistics, encouraged teacher participation, and framed the training within the context of our program goals. The curriculum coach provided a thorough overview of evidence-based SEL options, highlighting tools that support emotional regulation, coping skills, behavior skills, relationship-building, and executive functioning. By facilitating access to this training, I ensured that our staff had a clear understanding of what resources were available and how they could be aligned to student needs.
After the training, I followed up with teachers individually and in team meetings to discuss which curriculum options best fit their specific groups of learners. These conversations allowed us to consider each classroom’s instructional priorities, behavioral supports, and areas for growth. Through this follow-up work, I supported teachers in making informed decisions, integrating SEL tools into daily routines, and planning consistent and developmentally appropriate instruction. Although I was not the content creator, my role in coordinating access, contextualizing the information, and guiding implementation reflects my commitment to instructional leadership, collaboration, and ensuring that staff have the support they need to use curriculum effectively for all learners.
Curriculum planning for center-based elementary program
Curriculum planning for center-based elementary program
Curriculum planning for the center-based EBD program required an intentional, multi-step process to ensure that students received instruction aligned with their academic levels, social–emotional needs, and general education expectations. In collaboration with our district curriculum coach, I reviewed several evidence-based curriculum options and identified UFLI (University of Florida Literacy Institute) as the most effective reading framework for our learners. Once UFLI was selected, I analyzed student assessment data, classroom observations, and individual learning profiles to group students into developmentally appropriate instructional clusters. This allowed us to structure reading instruction in a way that prioritized explicit phonics, foundational skills, and systematic instruction, which are critical components for students with literacy gaps and additional regulatory needs.
After grouping students, I created updated classroom schedules that integrated UFLI lessons into daily routines while aligning with general education standards, IEP goals, and related service minutes. I also began completing the UFLI training modules, one of which will be linked as an artifact, to deepen my understanding of the program’s instructional sequence and intervention structures. Engaging with this training reinforced my commitment to implementing structured literacy practices and prepared me to support staff as they adopt the curriculum. This work strengthened my capacity in instructional management, curriculum alignment, and program design within a specialized setting. Most importantly, it laid the groundwork for consistent, research-based reading instruction that meets the unique needs of students in our center-based EBD program.
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