COMPETENCY SELF-ASSESSMENT Administration of Curriculum & Instruction-core Use this rubric scale to evaluate both your academic and experiential leaming Academic learning - Student has: 4 Applied this competency in a school or classroom setting, 3 Studied this competency in depth andior from multiple perspectives. 2 - Studied this competency in several graduate courses. 1 - Studied this competency in a previous graduate course. Ex Learning — thas: 4- Successtlly provided leadership in professional work related to this competency. 3 - Been involved in extensive professional work relating to this competency. 2 - Participated in some professional work relating to this competency. Participated in seminars, workshops, etc. related to this competency. Init | init | Final | Fina! | investigations in WAdmin ‘Acad | Exper | Acad | Exper Standards 1 |1 ]3 |3 | 1. Supervision as a phase of Administration 2 1 |1 |4 |3 | 2.Cumicutum Development including “High Academic Standards" 3 1 |1 |4 | 4 | 3."Best Practice’; technology and other curiculum delivery options 3 1 |2 |3 |4 | 4 Curiculum evaluation and student assessment 1 1 [2 |3 |4 | 5. Instructional Challenges e.g. achievement gaps, diversity, special 3 education, gifted-talented 1 |2 |3 |3 | 6 Teacher Competencies, Professional Development 1 1 |1 |3 |3 | 7, Direct Assistance to teachers e.g, Clinical Supervision; Teacher 3 Evaluation 1 |1 [3 |4 | 8. Facilitating “change” necessary for instructional improvement 3 1 |1 ]3 [3 | 9. Public Accountability; documenting student progress e.g. ‘No Child Left | 7 Behind’; DP! School District Initial Rationale for ratings: | need to improve in the area of curriculum and instruction. | have worked on creating some assessments to gauge students leaning. Furthermore, | have some knowledge with teacher competencies and professional development through my first completed PDP. I was able to grow professionally with research and documentation for my learning through the PDP On-going Assessment: Supporting Artifacts: readings, documents, projects, activities © Best Practice Form RTI groupings Mentor ChecklistFinal Rationale describing growth: ‘One main focus for this year was driving home the best practices for technology. | created a Google Form from Which teachers identified me using my best practices and made note of how it benefited the school community. This was done throughout the entire year in order to maintain a positive school atmosphere based on the best practices of rapport, support, community, communication, and visibility. WI Administrator Standards 1. The administrator has an understanding of and demonstrates competence in the Ten Teacher Standards. 2. The administrator leads by facilitating the development, articulation, implementation, and stewardship of a Vision of learning that is shared by the schoo! community 3. The administrator manages by advocating, nurturing and sustaining a school culture and instructional program conducive to pupil learning and staff professional growth. 7. The administrator understands, responds to, and interacts with the larger political, social, economic, legal, and cultural context that affects schooling, Dispositions Servant leader Respect for all persons Collaboration Honest Responsibility Belief that all students can learn Values learningCoBest Practices - Data Collection Gregory and Mark 4, Zor} time:_A\\ Dau (See comments) Best Practice Explanation/Example | Yes/No | |... Comments MY. Bis At the cnrvance with a srmleya Rapport morning greeting, friendly smiles, Support checking in, Nes | technology, feed Ack or deo pone Resources materials, supplies, ‘technology, Expectations clear and high expectations/procedu cosistent 2 “helps S42 res/routines mere ca wet goals Community voice in decision making, celebrate MI. (iuttiple Inteligences) Communication ‘emails, daily Baiza Buale, Emacs interaction, Ys | newsletters, social i media checte At lunch with sindentsbevery day isited all moms on lat day Visibility recess, lunch, ; classroom, after Yes school events, field trips, meetings A pops Into mom neyt day Practices are developed with the purpose to help ALL individuals (teachers, staff, parents and students)CoBest Practices - Data Collection Gregory and Mark Date:_Friday, Jeptember 14,dald Time: _1A:15 pea Practices are developed with the purpose to help ALL individuars (teachers, staff, parents and students) Best Practice | Explanation/Example | Yes/No Comments Rapport morning greeting, T have yet see Gre, teensy Yos | withect Riendly spileand Ba aes ‘Support checking in, Greg checks in almost on daily technology, Yes | basis te see how things ard going Resources materials, supplies, Any time that Task Greg for technology, Yes something he gets im for bel in a timely : | manner, Expectations clear and high Greg is very ¢ lear in his expectations ‘expectations/procedu Yes for us and is willing 4o hel us inany res/routines: le. Py 2 xpectations ‘Community voice in decision Greg makes sure everyone |has an making eaete ML] Ups | opportunity fo voice. their opiniens iple ag : Welieercon) ie suggestions in decisis that Communication emails, daily Greg does an awesome joh keeping Mevatctes, soda [4éS [us inforened of all +he ings media and changes in cur building. Visibility recess, lunch, Greg is in the cafeteria Went classroom, after school events, field Yes students arc eating, Goeeg teen also trips, meetings be fund jn the a7! every Jnorning parentCoBest Practices - Data Collection Gregory and Mark pae,_10-28 -14 tine:_4:00 Best Practice | Explanation/Example | Yes/No ‘Comments Rapport ‘morning greeting, \. Very positive and enthe| ftendly smiles, oe by greeting. Hes Arclly Support checking in, Yog | Checks, in with technology, ts Stall Resources materials, supoies, | ¥) ¢ hed needled Sepphes technology, and materrals Expectations clear and high ie 5 Clear expectaten expectations/proced le lee, ures/routines kes leer procedres ‘Community voice in decision : h making, celebrate M Did not apply on MA. (Multiple Intelligences) This dey Communication emails, daily Did nat appl interaction, ; Dia nit: ery newsletters, social | No | tig + day media Visibility recess, lunch, visible at lunch classroom, after ja class roe schoolovenie,tod [Yes | and in class rove trips, meetings Practices are developed with the purpose to help ALL individuals (teachers, staff, parents and students) smilete Ais CoBest Practices - Data Collection Gregory and Mark Time: _3 10 p.m Best Practice aa Explanation/Example Comments Rapport ‘morning greeting, friendly smiles, We gceeted Students Support checking in, technology, ny toe hal — thisl Moning He usually does nis. Resources ‘materials, supplies, technology, Expectations, clear and high expectations/proced ures/routines and Studen’ exrectas He layed at clear 4 ‘Community voice in decision making, celebrate MAL. (Muttiple Intelligences) fOr Opromg Lviee (ONS ‘emails, daily interaction, newsletters, social media Visibility recess, lunch, classroom, after school events, eld | Y trips, meetings. Ye continues to be OcAwe Pork of doli4, Yi (teachers, staff, parents and students) poy EekCo Date:_ Lc oy CoBest Practices - Data Collection Gregory and Mark Time: _2 Best Practice Explanation/Example YesiNo Rapport morning greeting, friendly smiles, wit) Support checking in, technology, Resources materials, supplies, technology, Expectations clear and high expectations/procedu res/routines Gwen cle Xe Fae end of Community voice in decision making, celebrate ML. (Multiple Intelligences) ‘Communication emails, daily interaction, newsletters, social media Visibility recess, lunch, classroom, after school events, field trips, meetings Practices are developed with the purpose to help ALL individuals (teachers, staff, parents and students) whe