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Administrator Standard 4: The administrator guides curriculum, instruction and assessment.
Administrator Standard 4: The administrator guides curriculum, instruction and assessment.
“Leadership requires the courage to make decisions that will benefit the next generation.” Alan Autry-Former Mayor of Fresno, CA.
Curriculum Design.pptxCurriculum Design-Why do we need it? EDU 621 A,C, G
A school administrator's pivotal role in guiding curriculum, instruction, and assessment is reflected in the imperative "what" of implementing coherent systems that align with the school's mission, vision, core values, academic standards, and cultural responsiveness. The "so what" significance lies in fostering an educational environment where student learning thrives, expectations are high, and instruction is tailored to individualized needs. In the "now what" phase, administrators must actively facilitate professional development that incorporates the latest knowledge of child learning and development, effective pedagogical strategies, and data-driven assessment practices. By grounding these actions in a data-informed approach, administrators can continually monitor student progress, adapt instruction to meet evolving needs, and maintain a dynamic learning environment that aligns with the school's educational objectives and values.
EDU 681 E, D
In the context of a school administrator guiding curriculum, instruction, and assessment, the "what" involves ensuring instructional practices that are intellectually challenging, authentic to student experiences, recognize student strengths, and are differentiated and personalized, along with promoting the effective use of technology for teaching and learning. The "so what" here is that these efforts create a dynamic and engaging learning environment that maximizes student growth, engagement, and achievement. It acknowledges the diverse needs and talents of students while leveraging technology to enhance educational experiences. Now, the "now what" entails the school administrator actively collaborating with teachers to develop and implement curriculum strategies that align with these principles. They should facilitate professional development opportunities for educators to effectively integrate technology and tailor instruction to diverse student abilities and backgrounds. Additionally, they should regularly assess the impact of these practices on student outcomes, fostering a culture of continuous improvement in curriculum, instruction, and assessment.
EDU 623 B, F
In the context of a school administrator guiding curriculum, instruction, and assessment, the "what" involves aligning and focusing systems of curriculum, instruction, and assessment within and across grade levels to promote student academic success, foster a love of learning, develop student identities and learning habits, and cultivate a healthy sense of self. The "so what" is that this strategic alignment ensures a cohesive and progressive educational experience, reducing learning gaps, enhancing student motivation, and promoting holistic development. It acknowledges the critical role of education in shaping not just academic skills, but also the character and well-being of students. Now, the "now what" entails the school administrator actively collaborating with teachers to design a coherent curriculum framework that encompasses these principles. They should facilitate professional development for educators to employ valid and developmentally appropriate assessments, and they should establish a system of ongoing assessment and data analysis to inform instructional decisions, ensuring that curriculum, instruction, and assessment are continually refined to meet the evolving needs of students.
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