Professional Standard Outline

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School

University of Phoenix *

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Course

724

Subject

Management

Date

Apr 3, 2024

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docx

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4

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Stefanie Stacey EDD 724 Instructional Leadership Dr. Erpelding University of Phoenix March 04. 2024
Professional Standard I. Introduction II. Ethics and Professional Norms A. Promote academic success. 1. Student at center of education. 2. Safeguard and promote values. 3. Promote ethical and professional behavior. III. Curriculum, Instruction, and Assessment A. Develop and support intellectually rigorous and coherent systems of curriculum. 1. High expectations for student learning 2. Alignment to academic standards and across grade levels B. Assessment 1.. valid and consistent assessments 2. Appropriate assessment data for progress monitoring IV. Operations and management A. Management of school operations 1. Strategically manage staff resources
B. Manage and monitor operations and administrative systems. 1. Promote mission and vision of the school. V. Integration of NPBEA standards A. Implement coherent system of curriculum. 1. Embody high expectations for students. ` 2. Promote instructional practice consistent with knowledge of child learning. B. Personal ethical and professional conduct 1. Place students at center of education. 2. Accept responsibility for each student’s academic success. C. Meaningfully engage families and community 1. Approachable to families and community members. 2. Engage in regular and open two-way communication with families. VI. Conclusion Resources: Hirvonaen, R., Putwain, D. W., Määttä, S., Ahonen, T., & Kiuru, N. (2020). The Role of Academic Boyancy and Emotions in Students Learning-Related Expectations and Behaviors in Primary School. British Journal of Educational Psychology. 90(4):948-963. Retrieved from: https://eds.p.ebscohost.com/eds/detail/detail?vid=22&sid=170a6808-549d-4cd9-a542- 60e80db66e97%40redis&bdata=JkF1dGhUeXBlPXNoaWImc2l0ZT1lZHMtbGl2ZSZzY29wZT1zaXRl#AN =EJ1274563&db=eric Jung, S. B., & Sheldon, S. (2020) Connecting Dimensions of School Leadership for Partnerships with School and Teacher Practices of Family Engagement. School Community Journal . 30(1):9-32. Retrieved from: https://eds.p.ebscohost.com/eds/detail/detail?vid=21&sid=170a6808-549d-4cd9-a542- 60e80db66e97%40redis&bdata=JkF1dGhUeXBlPXNoaWImc2l0ZT1lZHMtbGl2ZSZzY29wZT1zaXRl#AN =EJ1257579&db=eric Ucel, E. B., Güneri-Cangarli, B., Cağlayan, E., & Atabay, G. (2020). Insights into Ethical Climate and Teacher Behavioral Outcome. E-International Journal of Educational Research . Vol. 11 Issue 3, p217-230, 14p Retrieved from: https://eds.p.ebscohost.com/eds/detail/detail?vid=43&sid=170a6808-549d-4cd9- a542-
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60e80db66e97%40redis&bdata=JkF1dGhUeXBlPXNoaWImc2l0ZT1lZHMtbGl2ZSZzY29wZT1zaXRl#AN =147934358&db=eue Kang, H., & Ruftak, E. M. (2021). Learning Theory, Classroom Assessment, and Equty. Educational Measurement: Issues & Practice . Vol. 40 Issue 3, p73-82, 10p, 1 Chart. Retrieved from https://eds.p.ebscohost.com/eds/detail/detail?vid=48&sid=170a6808-549d-4cd9-a542- 60e80db66e97%40redis&bdata=JkF1dGhUeXBlPXNoaWImc2l0ZT1lZHMtbGl2ZSZzY29wZT1zaXRl#AN =152442958&db=eue Matsumura, L. C., Slater, S.C., & Crosson, A. (2008). Classroom Climate, Rigorous Instruction and Curriculum, and Students' Interactions in Urban Middle Schools. Elementary School Journal . 108(4):293-312. Retrieved from: https://eds.p.ebscohost.com/eds/detail/detail?vid=61&sid=170a6808- 549d-4cd9-a542- 60e80db66e97%40redis&bdata=JkF1dGhUeXBlPXNoaWImc2l0ZT1lZHMtbGl2ZSZzY29wZT1zaXRl#AN =EJ787059&db=eric

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