Instructional Leadership

Tasks

Level 1: Does not meet the minimum criteria

0 points

Level 2: Approaches minimum criteria

2 points

Level 3: Meets minimum criteria

4 points

Level 4: Meets target criteria

8 points

Part 1:

Summary & Analysis

Candidate conducts an analysis of state curriculum requirements to ensure that state academic standards are aligned in local curriculum.

NELP 4

PSEL 4

W2LO1:(CLO1)

W2LO2:(CLO2)

Candidate provides limited evidence of understanding state curriculum standards. (K)

Candidate describes some of the requirements of the state-mandated curriculum. (K)

Candidate summarizes the requirements of the state-mandated curriculum standards. (K)

Candidate provides in-depth summary of the requirements of state- mandated curriculum standards. (K)

Candidate demonstrates no process to review local school district curriculum policy. (S)

Candidate demonstrates some evidence of ability to review local school district documents and navigate web site aimed at locating board policy related to curriculum. (S)

Candidate demonstrates the ability to locate district documents and navigate the school district Web site to locate board policy related to curriculum. (S)

Candidate demonstrates great skill in locating district curriculum documents and is able to compose an in-depth analysis of local curriculum policies with examples of alignment between state standards and local curriculum requirements. (S)

Part 2:

Curriculum

Crosswalk to Alignment

Candidate facilitates the planning and development of a curriculum crosswalk for alignment process to align state curriculum standards with district scope and sequence to campus course content that includes rigorous lessons and units of study.

NELP 4

PSEL 4

W2LO3: (CLO2)

Candidate provides no evidence about the planning process for the curriculum crosswalk for alignment to assess school district curriculum and alignment to state standards. (S)

Candidate offers little evidence about the planning process for the curriculum crosswalk for alignment to assess school district curriculum and alignment to state standards. (S)

Candidate offers some evidence about the planning process for the curriculum crosswalk for alignment to assess school district curriculum and alignment to state standards. (S)

Candidate provides comprehensive evidence about the planning process for the curriculum crosswalk for alignment to assess school district curriculum and alignment to state standards. (S)

Candidate provides no evidence about the alignment of campus curriculum and teacher instruction to school district curriculum and state standards. (K)

Candidate offers little evidence about the alignment of campus curriculum and teacher instruction to school district curriculum and state standards and offers some ideas about lesson templates for curriculum planning. (K)

Candidate offers some evidence about the alignment of campus curriculum and teacher instruction to school district curriculum and state standards and gives guidelines about lesson templates for curriculum planning. (K)

Candidate provides comprehensive evidence about the alignment of campus curriculum and teacher instruction to school district curriculum and state standards and provides comprehensive lesson templates for curriculum. planning. (K)

Candidate provides no examples of alignment about student achievement to school district curriculum and state standards through assignments, benchmarks, or rubrics. (M)

Candidate provides little examples of alignment about student achievement to school district curriculum and state standards through assignments, benchmarks, or rubrics. (M)

Candidate provides some examples of the alignment about student achievement to school district curriculum and state standards through assignments, benchmarks, or rubrics. (M)

Candidate provides comprehensive knowledge and examples of alignment about student achievement to school district curriculum and state standards through assignments, benchmarks, or rubrics. (M)

Part 3:

Draft Element for Professional Development

Candidate prepares a professional development plan focused on academically challenging content to ensure the campus level curricula programs engage students in a rigorous process of deep learning outcomes and assessment.

NELP Component 4.1

PSEL 4

W1LO3:(CLO2)

Candidate offers no evidence of resources or curriculum materials to implement high-quality content and assessment. (S)

Candidate offers little evidence of resources or curriculum materials to implement high-quality content and assessment. (S)

Candidate provides evidence of resources or curriculum materials to implement high-quality content and assessment and require students to apply knowledge. (S)

Candidate provides comprehensive evidence of resources or curriculum materials to implement curriculum activities and materials which include high-quality content and require students to apply their knowledge. (S)

Candidate cannot provide examples or develop a schedule or technology-rich activities of what might go into a teachers’ professional development that are academically challenging and content focused to improve student rigor. (S)

Candidate provides little examples and the development of a schedule and technology-rich activities for teachers’ professional development that are academically challenging, and content focused to improve student rigor. (S)

Candidate provides examples and develops a schedule and technology-rich activities for teachers’ professional development that are academically challenging, and content focused to improve student rigor. (S)

Candidate articulates a depth of knowledge and prepares a comprehensive schedule and technology-rich activities for teachers’ professional development that are academically challenging, and content focused to improve student rigor. (S)

Candidate provides no capacity to evaluate objectives about curriculum alignment for the professional development plan. (S)

Candidate provides some capacity to evaluate objectives about curriculum alignment for the professional development plan. (S)

Candidate provides a developed capacity to evaluate objectives about curriculum alignment for the professional development plan. (S)

Candidate articulates a depth of knowledge and prepares a comprehensive evaluation of objectives about curriculum alignment for the professional development plan. (S)

Candidate has no capacity to develop resources for ongoing follow-up to measure progress from the professional development through benchmark review of the curriculum, assessments to check if students engage in higher levels of learning, and evaluation of rigorous instruction. (S)

Candidate has little capacity to develop resources for ongoing follow-up to measure progress from the professional development through benchmark review of the curriculum, assessments to check if students engage in higher levels of learning, and evaluation of rigorous instruction. (S)

Candidate has some capacity to develop resources for ongoing follow-up to measure progress from the professional development through benchmark review of the curriculum, assessments to check if students engage in higher levels of learning, and evaluation of rigorous instruction. (S)

Candidate has capacity to develop comprehensive resources for ongoing follow-up to measure progress from the professional development through benchmark review of the curriculum, assessments to check if students engage in higher levels of learning, and evaluation of rigorous instruction. (S)

Writing Elements:

W2LO4: (CLO2)

Candidate had spelling, grammar, or technical writing errors.

0-points

Candidate had no spelling, grammar, or technical writing errors.

3-points

§74.1

Essential Knowledge and Skills

§74.2

Description of a Required Elementary Curriculum

§74.3

Description of a Required Secondary Curriculum

§74.4

English Language Proficiency Standards

§74.5

Academic Achievement Record (Transcript)

§74.6

College and Career Readiness and Texas Essential Knowledge and Skills Alignment

Curriculum Crosswalk for Alignment

External Accountability: How well are we doing?

Internal Accountability:

What are we doing?

1. State Standards

2. District Curriculum & Instruction

3. Campus Curriculum Alignment

4. Teachers Instruction

5. Student Achievement

or

Assessment

Research: Gather the resources you will need to build a Curriculum Crosswalk for Alignment.

TEKS Chapter

Scope & Sequence

Year in Brief or Scope & Sequence

Instructional Grid or Lesson Plans

Assessments, Student Work Assignments, Benchmark

https://tea.texas.gov/curriculum/teks/

https://www.houstonisd.org/site/handlers/filedownload.ashx?moduleinstanceid=117961&dataid=65731&FileName=ScopeAndSequence_HS_MTH_ALG1.pdf

http://ahhs.ahisd.net/staff/teacher_resources/scope_and_sequence

http://shmp.info/high-school-mathematics-lesson-plan-template/high-school-mathematics-lesson-plan-template-math-lesson-high-school197537-myscres-templates/

https://www.basic-mathematics.com/algebra-practice-test.html

Planning: How will you get the Curriculum to Align?

§111.39. Algebra I Adopted 2012 (One Credit).

2(B) write linear equations in two variables in various forms, including y = mx + b, Ax + By = C, and y - y1 = m (x - x1), given one point and the slope and given two points;

End of Course Exams (EOC)

District Scope & Sequence

Cycle 1-first 6-weeks, 28 Days

Campus Scope and Sequence

Cycle 1-first 6-weeks, 28 Days

3 class periods (90-minutes each) or 6 class periods (45-minutes each)

Instructional

Unit 4: Equations of Lines Students write various forms of linear equations from multiple representations and connect them to their graphs and to the parent graph of linear functions in mathematical and real-world situations, including parallel and perpendicular lines.

6-Week Summative Assessment

Calculate the slope between the two points (-3, 3), (3, -1)

m=

y2−y1/x2−x1=

Accountability: Where are these items archived for accountability, stakeholders, and transparency?

State Agency URL

Admin Office, URL to Scope & Sequence or DIP,

Principal Office, Department Chair, URL to Scope & Sequence or CIP,

Principal, Department Chair, Online Lesson Plans, Teacher

Teacher, Data Points

http://ritter.tea.state.tx.us/rules/tac/chapter111/index.html

Central office or https://www.cfisd.net/en/about/know-your-district/district-improvement-plan/

Principal Office or https://www.cfisd.net/download_file/22917/487/

Teacher copy or

https://www.chalk.com/planboard/

Student work, 6-week exams, reflections, online data, summative assessments, formative assessments, and EOC

Content:

Providing Academically Challenging Content

Professional Development: Curriculum Alignment

Resources:

State, District, and Campus Standards:

· List items here

Schedule & Activities:

Schedule & Activities to be conducted: (Describe in depth the activities)

· “Map it Out”, “See it, Name it” “Do it” (Leverage Leadership 2.0)

· 9:00am-10:00am- Map it Out

· 10:00am-12:00pm- See it

· 12:00pm-1:00pm- Lunch

· 1:00pm-2:00pm-Name it

· 2:00pm-3:00pm-Do it

Content:

Professional Development Objective:

Curriculum Alignment

Evaluation/Follow-up Methods: Choose a “best practices” or evidence-based strategies to be used to measure progress:

· Applications

· Strategies

· Implementation Tools

· T-TESS Evaluations

· Walk Throughs

· 6- or 9-Week Check-ups-for progress monitor

· Year-long calendar to document improvement from previous year