(Instructional Program) Standard Four States: Effective educational leaders develop and support intellectually rigorous and coherent systems of curriculum, instruction, and assessment to promote each student's academic success and well-being.
Creating, implementing and monitoring a rigorous student curriculum is a very important function of an educational leaders responsibility. Curriculum is the gate way to knowledge and sets the stage for effective learning. We must provide the teaching staff with a meaningful and empowering curriculum to deliver during classroom instructional time each day. An engaging suite of curriculum products will not only empower the teaching staff, but it will also capture the interest of the students and propel their search for knowledge forward. As a future educational leader I have been paying careful attention to the curriculum offerings at my current school. This action aligns with standard four because I am now aware of the importance of monitoring and understanding the curriculum at a much higher level. In the past I didn't give it much, if any thought. I have learned a lot about the importance of curriculum through the study of educational standard four.
Standard Four 4.1:
Implement coherent systems of curriculum, instruction, and assessment that promote the mission, vision, and core values of the school, embody high expectations for student learning, align with academic standards, and are culturally responsive. Align and focus systems of curriculum, instruction, and assessment within and across grade levels to promote student academic success. Promote instructional practice that is consistent with knowledge of child learning and development, effective pedagogy, and the needs of each student. Artifact 1A and 1B: I have attached an example of a construction classroom assessment that was performed recently. This assessment embodies high student expectations, and aligns with the required academic standards. The assessment is presented in an accessible manner because the directions are differentiated for both higher and lower level learners.
Standard Four 4.2:
Ensure instructional practice that is intellectually challenging, authentic to student experiences, recognizes student strengths, and is differentiated and personalized, making use of appropriate technology in the service of teaching and learning. Artifact 2: I have attached a construction classroom activity checklist that is designed for lower functioning students. The activity checklist is highlighted by short phrases for those that can read, and supported by picture selections for those who can not read. Either way, the students operating at this level are intellectually challenged. The use of this particular handout considers the students strengths and uses those to assist in individualized expression and selection. It required quite a bit of technology to create this handout, so making use of appropriate technology in the service of teaching and leaning have been demonstrated as well.
Standard Four 4.3:
Employ valid assessments that are consistent with knowledge of child learning and development and technical standards of measurement and use assessment data appropriately. Artifact 3A and 3B: I have attached an example of a construction classroom skills assessment. This skills assessment represents a valid assessment that is consistent with student learning and the development of the required technical standards in the construction career enclave. There is a data collection sheet that is used to tally, record, and translate the students score based on their success with the finished product. Based on the assessment score, staff can determine exactly which areas the students need more support and repetition in. This is a great demonstration of the proper use of measurement and assessment data.