Curriculum And Instructional Leadership Paper

Being able to develop a culture of collaboration and high student achievement requires rigorous curriculum development at the school and district levels. Curriculum and instruction work together to enhance student learning. Curriculum revolves around what is taught in school and instruction centers around how something is taught. (Sorenson, 2011, p. 32-35) To be more specific instruction can be defined as, “the strategies, techniques, materials, media, and place where the curriculum is implemented in schools.” If instruction, or the how, of a teacher does not match up to the curriculum, or the what, then student achievement will suffer. Vertically and horizontally aligning curriculum with the instruction that is happening within the classroom and school will in the end lead to greater student achievement which will be reflected on student assessments. (Sorenson, 2011, p.

Identify and describe at least two resources that teachers can utilize in their planning and implementation. These can be text or web-based resources.

Often educational Institutions face many challenges that may greatly impact an institution’s structure. The areas of concern include increasing enrollments, looming budget cuts, expanding distance learning opportunities, and responding to increasing demands for accountability. To resolve such issues, it is vital for organizations to endeavor towards change and purposefully plan with both efficacy and resiliency in mind. This can be accomplished by identifying effective/ineffective instructional resources, engage in strategic planning, and executing innovative research-based instructional initiatives.

| use data to guide instruction so that it is focused on helping all students (ISLLC 2008: 5A)

As teachers, one of our primary goals when educating children is to provide all students with access to the general education curriculum. We must think about what our individual students need and what goals they must meet to show

Curriculum can be broken into three forms: intended curriculum, implemented curriculum and attained curriculum. Intended curriculum is the goals for instruction, that are set through: schools, school districts, states, and national organizations. The TIMSS illustrates intended curriculum through the school’s textbooks, curriculum guides, programs, and surveys of educational higher-ups. Implemented curriculum is the pursuit of desired goals within the classroom, and the teacher’s performance in the learning process. The TIMSS studies for implemented curriculum include videotapes and surveys from a teachers’ course. The surveys include the teachers instructional practices, beliefs on education, subject being taught, and other factors that influence the student’s test scores. Attained curriculum is the

Identifying the Stretch Points for Collegial’s Teams from the Skillful Leader II by Alexander D. Platt, et al. helps to illustrate a common problem plaguing todays educational leaders. Administrators need to find ways to unite the leaders and teams on campus to work towards a common shared vision, even when all grade-level teams or departments might not be high-functioning, skilled, cooperative, and reflective. In this specific scenario, Principal Modest needs to start by focusing on Standard 2: 2A-1 Instructional leadership by establishing coherent, research-based professional learning aligned with organizational vision and goals for educator and student growth. Also, 2B-1 Develop a shared understanding of adopted standards based curriculum that reflects student content and performance expectations. Principal Modest needs to promote a safe culture in which staff engage in collective professional learning.

It is argued that there are 4 elements critical to the effectiveness of the instructional process: 1. the learner, 2. the teacher, 3. the home, and 4. the academic programs and the physical facilities at the school. These are interdependent and interactive and must function in unison for effective teaching to take place. The teacher's primary responsibility is to help

In attending ECU I was encouraged to go out and learn from successful leaders in my own community. I chose to sit down and interview my church’s pastor and I think this is one of the most beneficial things I could have done to learn what it takes to be a successful leader. I learned a lot about my pastor and how she was able to become a successful leader in our community. In the workplace I have been very fortunate to have an amazing leadership from people who have become very influential in my life. Although it is my first year at ECU I have already been exposed to many amazing staff and faculty members and constantly encouraged to learn from others in my community. In return, all of these experiences have taught me that good leaders are respected

At Covington High School, we recently had a former teacher promoted to assistant principal. The leader was once an English teacher and is very knowledgeable in her content area. She served as an Instructional coach before she was promoted to a leadership position. She was responsible for conducting regular PLC meetings with teachers in the English department. She also has been recognized for the improvement she has made to the English department and the success students are having on the English and Reading ACT.

Effective curriculum leadership in the El Paso region means taking into account the diversity in student population. Making cognitive choices regarding the needs of special populations such as ELL, LEP, Economically Disadvantaged, SPED, and 504 students just to name a few. At the elementary level specifically it means making sure that teachers are presenting the required curriculum at the level of rigor that is expected while still meeting the individual needs of the students. It means supporting teacher with this process. Providing teachers with researched based training on how to implement strategies that target their students’ needs. It means setting planning your campus budget wisely to ensure that students and teachers receive the materials and trainings they may need. It means looking at data and making decisions as to what SEs need to be covered, what students need additional support, and how are we going to provide that additional support. It means consistent monitoring student progress, IEP implementation, Special Ed and 504 accommodations, implementation of ELPS, monitoring first and second year LEP students. It means taking into account STAAR and TELPAS scores. Looking at language acquisition and the needs of homeless and migrant students. Curriculum leaders use all their resources. They include teachers, instructional specialist, counselors, and parents in their curriculum plans. They gain buy in for curriculum initiative and have safeguards in place to ensure

The objective 1(c)1.(i) was met in this course by the Inquiry and Integrated research papers that were written. The Inquiry paper assisted in meeting this objective by addressing specific theories that helped aid in proof about inquiry teaching. The inquiry paper also assisted in meeting this objective because it discussed different tools of inquiry that researchers discovered teachers would benefit from using inside of the classroom. The Integrated research paper assisted in meeting objective 1(c)1.(i) by discussing how academic disciplines can be connected through a specific lesson. Integrated curriculum was discussed in depth in the research paper and talked about the importance of facts and central concept principles.

The processes and strategies described in this section and along the textbook, are essential resources for teacher to engage students and assist them to reach the academic goals aligned with the common core standards. In my experience, teachers learn to teach when they are in the classroom facing the daily challenges to help the students with different needs and different learning styles. However, this section addresses essential strategies to developed well-planned lessons implementing diverse techniques and pedagogical strategies to differentiate instruction incorporating engaging task created specifically to meet the needs of each student. Then, if we take advantage of these valuable resources, we can be prepared to assist students to succeed in school and life.

Schools throughout the nation are facing increased pressure to increase students knowledge and standardized testing scores. To reach those goals schools are looking to improve both teacher instruction and curriculum based assessments. Many districts are practicing developing standards based learning objectives, posting and communicating those objectives in order to assure instruction is congruent to their respective curriculum. Although, there is a wide range of research to show learning objectives can be effective in the classroom, many teachers do not use the targets daily or do not understand how to create meaningful objectives for daily instruction. Standards do not inform the students and parents of what they need to

Effective school leadership today must combine the traditional school leadership duties such as teacher evaluation, budgeting, scheduling, and facilities maintenance with a deep involvement with specific aspects of teaching and learning. Effective instructional leaders are intensely involved in curricular and instructional issues that directly affect student achievement (Cotton, 2003). The writer of this paper acknowledges that school principals should play the role of instructional leaders, not just a school manager. The reality is that are many demands on a principals time and management skills making it difficult for most of them to spend time in classrooms, when performing teacher evaluation. Principals often make sure that teachers