EDLD 5352 Week 2 Data-Driven Instruction Assignment Template (2)
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EDLD 5352 Instructional Leadership-Week 2 Assignment EDLD 5352 Educational Leadership Spring 2024 1 Week 2 –
Lever 1: Data-Driven Instruction Aligned National Standards: NELP Standard 4
: Learning and Instruction Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to evaluate, develop, and implement coherent systems of curriculum, instruction, data systems, supports, and assessment. PSEL Standard 4: Curriculum, Instruction, and Assessment Effective educational leaders develop and support intellectually rigorous and coherent systems of curriculum, instruction, and assessment to promote each student’s academic succes
s and well-
being.
Texas State Standards and Principal as Instructional Leader Tested Competencies Texas State Standards TAC Rule §241.15 (c) Leading Learning Principal as Instructional Leader Tested Domain and Competencies Domain II: Leading Learning Competency 3: The entry-level principal knows how to collaboratively develop and implement high-quality instruction. Competency 4: The entry-level principal knows how to monitor and assess classroom instructions to promote teacher effectiveness and student achievement.
EDLD 5352 Instructional Leadership-Week 2 Assignment EDLD 5352 Educational Leadership Spring 2024 2 Course-level Objectives (CLOs):
State Standards: TAC Rule §241.15 (c) Leading Learning 1.
Demonstrate a fundamental understanding of instructional leadership. (Evaluating) (CLO1) 2.
Analyze and evaluate data to drive instruction. (Analyzing) (CLO2) 3.
Demonstrate knowledge and capacity for teacher observation, evaluation, and feedback. (Evaluating) (CLO3) 4.
Formulate a professional development plan applying data driven decision making. (Creating) (CLO4) Week 2 Learning Objectives (W2LOs):
1.
W2LO1: (CLO1, CLO2) Develop a faculty data instructional team for analysis of student academic performance data. 2.
W2LO2: (CLO1, CLO2) Establish protocols, expectations, and structures for the faculty data instructional team to implement best practices for effective data analysis to achieve their purpose and goals. Overview:
In Week 1 of this course, you were introduced to the Seven Levers of Quality Instruction and Culture (Bambrick-Santoyo, 2018). This week, you will expand your understanding of the role of an instructional leader in facilitating a data instructional team for the purpose of making decisions that improve student academic outcomes. Resources: Bambrick-Santoyo, P. (2018). Leverage leadership 2.0: A practical guide to building exceptional schools.
Jossey-Bass. (Chapter 1, pp. 25-87) Data Documents •
Cardinal Elementary TAPR •
Cardinal Elementary Grade 4 Classroom Math Student Performance Data Video Lectures: •
Data: It’s Just Part of a Good Teacher
•
Leverage Leadership 2.0: Clip 02
EDLD 5352 Instructional Leadership-Week 2 Assignment EDLD 5352 Educational Leadership Spring 2024 3 Week 2 Assignment Rubric: Use the Rubric to guide your writing. Level 3 Meets Minimum Criteria is the baseline passing standard for candidates. Tasks Level 1: Does not meet the minimum criteria Level 2: Approaches minimum criteria Level 3: Meets minimum criteria Level 4: Meets target criteria Part 1: Data Instructional Team
Candidate identifies 5 faculty to comprise a team for student academic data analysis. W2LO1: (CLO1, CLO2) Candidate demonstrates little or no understanding and ability to identify a data instructional team. The team lacks diverse backgrounds and experiences. Candidate does not provide a rationale for the selection of team members. OR Does not address this portion of the assignment. 0 Points Candidate demonstrates a limited understanding and ability to identify a data instructional team. The team lacks sufficient diverse backgrounds and experiences. Candidate does not provide appropriate rationale for the selection of each team member. 28 Points Candidate demonstrates a general understanding and ability to identify a data instructional team. The team is comprised of diverse backgrounds and experiences. Candidate briefly describes appropriate rationale for the selection of each team member. 32 Points Candidate clearly demonstrates a thorough understanding and ability to identify a data instructional team with specificity. The team is thoughtfully comprised of diverse backgrounds and experiences. Candidate comprehensively describes appropriate rationale for the selection of each team member. 40 Points
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