EDLD 5352 Instructional Leadership-Week 2 Assignment

Week 2: Curriculum Alignment and Planning as an

Instructional Leader

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.
Component 4.1 Program completers understand and can demonstrate the capacity to evaluate,
develop, and implement high-quality, technology-rich curricula programs and other supports for
academic and non-academic student programs.

PSEL 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 success and well-being.

Texas Principal Standards Pillar: Curriculum Alignment

Principal Domain and Competency
Domain II: Leading Learning
Competency 3
Competency 4

Course-level Objectives (CLOs)

1. Develop a fundamental understanding of instructional leadership. (Evaluating) (CLO1)
2. Identify and interpret core elements of curriculum alignment used to improve student achievement
(Knowledge & Analyzing) (CLO2)
3. Analyze and evaluate data to drive instruction. (Analyzing) (CLO3)
4. Formulate a professional development plan applying data driven decision making. (Creating) (CLO4)
5. Exemplify requisite credentials and program requirements. (Understanding) (CLO5)

Week 2 Learning Objectives (W2LO):

1. W2LO1: (CLO1) Examine the role of an instructional leader through the examination of state and district
standards for curriculum alignment.
2. W2LO2: (CLO2) Explore and analyze the core elements of curriculum alignment to improve student
achievement.
3. W2LO3: (CLO2) Facilitate the planning development of curriculum alignment through instructional
alignment, assignment alignment, benchmark alignment, and rubric alignment.
4. W2LO4: (CLO2) Cultivate the importance of planning and curriculum to improve alignment through
professional development that promotes student rigor on a campus.
EDLD 5352 Instructional Leadership-Week 2 Assignment

Overview:
In Week 1 of this course you examined a framework called the Instructional Core to help
instructional leaders understand that curriculum, instruction, and the learner are interrelated.
Now in Week 2, you will focus on curriculum and examine both external accountability (state
curriculum requirements including content standards and assessments) and internal
accountability (alignment of curriculum standards, course content and assessments). Rigor in
content, assessments, and learning activities is a priority when aligning and planning curriculum
for instructional leaders of the 21st century.

Resources:
Week 2 Readings: Be sure you are logged into Blackboard in order to access all of the readings
from these links. All References listed below are in APA format for citation.

1. Lunenburg, F. C. (2010, September). The principal as instructional leader. In National

forum of educational and supervision journal (Vol. 27, No. 4, pp. 1-7).
http://www.nationalforum.com/Electronic%20Journal%20Volumes/Lunenburg,%20Fred
%20C.%20The%20Principal%20as%20Instructional%20Leader%20NFEASJ
%20V27%20N4%202010.pdf

2. EL Education Core Practices. (2017) (n.d.). Retrieved from

https://eleducation.org/resources/core-practices-beta-version-2017. p.16 & 76
https://eleducation.org/uploads/downloads/ELED-CorePractices-1115.pdf

3. Center on Standards and Assessments Implementation (CSAI), & WestEd. (2018).

Standards Alignment to Curriculum and Assessment. CSAI Update. Center on Standards
and Assessments Implementation. Center on Standards and Assessments Implementation.
Retrieved from
https://libproxy.lamar.edu/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=ED588503&site=eds-live

4. Desravines, J., Aquino, J., & Fenton, B. (2016). Breakthrough principals: A step-by-step
guide to building stronger schools. John Wiley & Sons. p.51-67

5. Bambrick-Santoyo, P. (2018). Leverage Leadership 2.0: A Practical Guide to Building

Exceptional Schools. John Wiley & Sons. p.1-21, 89-125.
EDLD 5352 Instructional Leadership-Week 2 Assignment

Week 2 Assignment Rubric:

Use the Rubric to guide your writing.
Level 1: Does not meet Level 2: Approaches Level 3: Meets Level 4: Meets target
the minimum criteria minimum criteria minimum criteria criteria
Tasks
0 points 2 points 4 points 8 points

Part 1: Candidate provides Candidate describes Candidate summarizes Candidate provides in-
Summary & Analysis limited evidence of some of the requirements the requirements of the depth summary of the
understanding state of the state-mandated state-mandated requirements of state-
Candidate conducts an curriculum standards. (K) curriculum. (K) curriculum standards. mandated curriculum
analysis of state (K) standards. (K)
curriculum
requirements to ensure Candidate demonstrates Candidate demonstrates Candidate Candidate
that state academic no process to review local some evidence of ability demonstrates the demonstrates great
standards are aligned in school district curriculum to review local school ability to locate district skill in locating
local curriculum. policy. (S) district documents and documents and district curriculum
navigate web site aimed navigate the school documents and is able
NELP 4 at locating board policy district Web site to to compose an in-
related to curriculum. (S) locate board policy depth analysis of local
PSEL 4 related to curriculum. curriculum policies
(S) with examples of
W2LO1:(CLO1) alignment between
W2LO2:(CLO2) state standards and
local curriculum
requirements. (S)
Part 2: Candidate provides no Candidate offers little Candidate offers some Candidate provides
Curriculum evidence about the evidence about the evidence about the comprehensive
Crosswalk to planning process for the planning process for the planning process for evidence about the
Alignment curriculum crosswalk for curriculum crosswalk for the curriculum planning process for
alignment to assess alignment to assess crosswalk for the curriculum
Candidate facilitates the school district curriculum school district alignment to assess crosswalk for
planning and and alignment to state curriculum and school district alignment to assess
development of a standards. (S) alignment to state curriculum and school district
curriculum crosswalk standards. (S) alignment to state curriculum and
for alignment process to standards. (S) alignment to state
align state curriculum standards. (S)
standards with district Candidate provides no Candidate offers little Candidate offers some Candidate provides
scope and sequence to evidence about the evidence about the evidence about the comprehensive
campus course content alignment of campus alignment of campus alignment of campus evidence about the
that includes rigorous curriculum and teacher curriculum and teacher curriculum and teacher alignment of campus
lessons and units of instruction to school instruction to school instruction to school curriculum and
study. district curriculum and district curriculum and district curriculum and teacher instruction to
state standards. (K) state standards and offers state standards and school district
NELP 4 some ideas about lesson gives guidelines about curriculum and state
templates for curriculum lesson templates for standards and provides
PSEL 4 planning. (K) curriculum planning. comprehensive lesson
(K) templates for
W2LO3: (CLO2) curriculum. planning.
(K)
Candidate provides no Candidate provides little Candidate provides Candidate provides
examples of alignment examples of alignment some examples of the comprehensive
about student about student alignment about knowledge and
achievement to school achievement to school student achievement to examples of alignment
district curriculum and district curriculum and school district about student
state standards through state standards through curriculum and state achievement to school
EDLD 5352 Instructional Leadership-Week 2 Assignment

assignments, benchmarks, assignments, standards through district curriculum and

or rubrics. (M) benchmarks, or rubrics. assignments, state standards
(M) benchmarks, or through assignments,
rubrics. (M) benchmarks, or
rubrics. (M)
Part 3: Candidate offers no Candidate offers little Candidate provides Candidate provides
Draft Element for evidence of resources or evidence of resources or evidence of resources comprehensive
Professional curriculum materials to curriculum materials to or curriculum evidence of resources
Development implement high-quality implement high-quality materials to implement or curriculum
content and assessment. content and assessment. high-quality content materials to
Candidate prepares a (S) (S) and assessment and implement curriculum
professional require students to activities and
development plan apply knowledge. (S) materials which
focused on include high-quality
academically content and require
challenging content to students to apply their
ensure the campus level knowledge. (S)
curricula programs Candidate cannot provide Candidate provides little Candidate provides Candidate articulates a
engage students in a examples or develop a examples and the examples and develops depth of knowledge and
rigorous process of deep schedule or technology- development of a a schedule and prepares a
learning outcomes and comprehensive schedule
rich activities of what schedule and technology-rich
and technology-rich
assessment. might go into a teachers’ technology-rich activities for teachers’ activities for teachers’
professional development activities for teachers’ professional professional
that are academically professional development that are development that are
NELP Component 4.1 challenging and content development that are academically academically
focused to improve academically challenging, and challenging, and content
PSEL 4 student rigor. (S) challenging, and content content focused to focused to improve
focused to improve improve student rigor. student rigor. (S)
W1LO3:(CLO2) student rigor. (S) (S)
Candidate provides no Candidate provides some Candidate provides a Candidate articulates a
capacity to evaluate capacity to evaluate developed capacity to depth of knowledge
objectives about objectives about evaluate objectives and prepares a
curriculum alignment for curriculum alignment for about curriculum comprehensive
the professional the professional alignment for the evaluation of
development plan. (S) development plan. (S) professional objectives about
development plan. (S) curriculum alignment
for the professional
development plan. (S)
Candidate has no capacity Candidate has little Candidate has some Candidate has
to develop resources for capacity to develop capacity to develop capacity to develop
ongoing follow-up to resources for ongoing resources for ongoing comprehensive
measure progress from follow-up to measure follow-up to measure resources for ongoing
the professional progress from the progress from the follow-up to measure
development through professional professional progress from the
benchmark review of the development through development through professional
curriculum, assessments benchmark review of the benchmark review of development through
to check if students curriculum, assessments the curriculum, benchmark review of
engage in higher levels of to check if students assessments to check if the curriculum,
learning, and evaluation engage in higher levels students engage in assessments to check
of rigorous instruction. of learning, and higher levels of if students engage in
(S) evaluation of rigorous learning, and higher levels of
instruction. (S) evaluation of rigorous learning, and
instruction. (S) evaluation of rigorous
instruction. (S)
Candidate had spelling, Candidate had no
Writing Elements:
grammar, or technical spelling, grammar, or
writing errors. technical writing
EDLD 5352 Instructional Leadership-Week 2 Assignment

W2LO4: (CLO2) 0-points errors.

3-points

Part 1: Review State Curriculum Standards and Local District Curriculum Policy
Directions:
A. Summary W2LO1:(CLO1), W2LO2:(CLO2): Using the Basic Writing Elements Model
found in the Resource section of this course, complete the following summary regarding
the state standards and analysis regarding district standards. Access the TEA Web site at
link below. Include at least one paragraph on each Rule from Chapter 74 of the Texas
Administrator Code, Title 19.
http://texreg.sos.state.tx.us/public/readtac$ext.ViewTAC?
tac_view=5&ti=19&pt=2&ch=74&sch=A&rl=Y
Texas Administrative Code:
§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

B. Review your school district’s policy on curriculum and instruction which should be
available on your district’s web site.

C. Cite any sources and/or readings used as evidence to support your statements in APA
format.

Directions: Compose a six-paragraph summary including each of the following six Rules
State
from Chapter 74 in the Texas Administrative Code, Title 19. Be sure to include one
Standar
paragraph per Rule listed above.
ds:

Summa The Texas Education Agency (2018), explains the state standard of Essential
ry: Knowledge and Skills as a required curriculum that must be offered in district’s that offer
kindergarten through grade 12. This foundation must include math, science, English
Language Arts, and Social Students. The enrichment curriculum must include languages
other than English, health, physical education, fine arts, career and technical education,
technology applications, religious literature and personal finance. Schools are not allowed
to omit any of these foundations or enrichments, but may add elements (“Texas
Education Agency,” 2018).
The Texas Education Agency (2018), explains that district’s that offer kindergarten
through grade 5 must follow the curriculum guidelines in rule 74.1 of the state standard
EDLD 5352 Instructional Leadership-Week 2 Assignment

of Description of a Required Elementary Curriculum. Also, teachers must be provided

“sufficient time” to teach and students time to learn in reading, science, math, social
studies, fine arts, physical education, health, technology applications, language arts and if
possible other languages than English (“Texas Education Agency,” 2018). The district is
allowed to have a variety of settings and combine ages in programs so differentiated
learning is available for all students (“Texas Education Agency,” 2018). This also
addresses that schools that have a self-contained elementary class in grade 6 will provide
instruction for art, dance, music, and theatre as well (“Texas Education Agency,” 2018).
The Description of a Required Secondary Curriculum in the Texas Administrative
Code explains that standard 74.1 should be offered to grades 6-8 as well. It also discusses
how the school can use mixed-age programs and a variety of settings to ensure
differentiated instruction for all (“Texas Education Agency,” 2018). It also adds that
students must complete a fine arts course during grade 6, grade 7, or grade 8. The district
must have evidence to prove they are giving students an “opportunity to take courses in at
least three of the four disciplines in fine arts” (“Texas Education Agency,” 2018). The
only exceptions to this are schools with less than 250 middle school students. They can
apply to the commissioner of education to reduce that number to two. For grades 9-12,
the same rules apply in connection to 74.1. The difference is the courses offered. For
these grades, students must be able to take courses from English, math, social studies,
physical education, fine arts, other languages, technology applications and speech.
Students may get additional opportunities from courses approved by the state board.
Students must be able to see a list of all required courses offered and be able to choose
from that list. All schools must offer courses needed for graduation at least every other
year. If a student is in a course with an end-of-course assessment, that course has to be
taught every year and the district has to show evidence of that (“Texas Education
Agency,” 2018). Districts must offer students entering grade 9 a course that includes the
components of research writing. Grades 6-12 courses that are in the foundation and
enrichment program must be applied so students can promote or graduate in a timely
manner (“Texas Education Agency,” 2018).
The English Language Proficiency Standards “outline English language proficiency
level descriptors and student expectations for English language learners (ELLs)” (“Texas
Education Agency,” 2018). Schools are required to publish these standards alongside the
Texas Essential Knowledge and Skills (TEKS) for all subjects in the curriculum. ELLs
must have the opportunity to acquire social and academic language proficiency in English
through effective instruction at their current levels. This applies to grades K-12. ELL
proficiency levels range from beginning, intermediate, advanced, and advanced high in
the domains of listening, speaking, reading, and writing (“Texas Education Agency,”
2018). Schools shall provide instruction that is linguistically accommodating, content-
based instruction, and foundational second language acquisition instruction. They must
also make sure ELLs are getting cross-curricular second language acquisition essential
knowledge and skills in the learning process, listening, speaking, reading, and writing.
Grades K-12 have their own proficiency level descriptors for listening, reading, speaking,
and writing which could be beginning, intermediate, advanced, or advanced high. Grades
K-1have an additional reading level (“Texas Education Agency,” 2018).
EDLD 5352 Instructional Leadership-Week 2 Assignment

Reference
Texas Education Agency. (2018). Texas Administrative Code. Retrieved August 29, 2019
from http://texreg.sos.state.tx.us/public/readtac$ext.ViewTAC?
tac_view=5&ti=19&pt=2&ch=74&sch=A&rl=Y

Directions: Compose a three-paragraph analysis. After reviewing your school district’s

District
policy regarding curriculum and instruction and based on what you learned about TEA
Policy:
curriculum standards requirements, analyze the following questions listed below.
These are core alignment topics to ensure the direction of your district’s curriculum is
aligned to the state with a focus on improving student achievement.
Be sure to include one paragraph per question.
Is your district’s policy comprehensive enough? State why or why not.
Analysis:
The Fallen Independent School District (2018), described the alignment to state
standards…..

Does your district’s curriculum policy align with Texas standards (e.g. TEKS)? State why or why not?

Does your district’s curriculum policy make specific requirements about student achievement? If not, as
an instructional leader what would you recommend?

Reference
 EDLD 5352 Instructional Leadership-Week 2 Assignment

Texas Education Agency. (2018). Texas Administrative Code. Date.

http://texreg.sos.state.tx.us/public/readtac$ext.ViewTAC?
tac_view=5&ti=19&pt=2&ch=74&sch=A&rl=Y
Fallen Independent School District. (2018). District Curriculum Policy. Date. (URL link).

Part 2: Organizing a Crosswalk: Building for Curriculum Alignment

Directions:
A. Crosswalk: W2LO3: (CLO2): Pick a content specific area of need from the Data Set you
received with the Week 1 Assignment. Then, focus on the alignment between that area’s
state standards (external accountability) and your district, campus, instructors, and
assessments (internal accountability) curriculum. There are three elements to this
Crosswalk 1) Research 2) Planning 3) Accountability. You will be completing the
Planning (white section) element to the Curriculum Crosswalk for Alignment.
Examples are listed for you to reference, delete examples prior to beginning.

B. Use this link to access your state Texas Essential Skills & Knowledge (TEKS):
https://tea.texas.gov/curriculum/teks/
(You do not have to cite APA in this section)

Curriculum Crosswalk for Alignment

External Internal Accountability:
Accountability:
How well are we What are we doing?
doing?
1. State Standards 2. District 3. Campus 4. Teachers 5. Student
Curriculum & Curriculum Instruction Achievement
Instruction Alignment 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 Instructional Grid or Assessments, Student
& Sequence Lesson Plans Work Assignments,
Benchmark
https://tea.texas.gov/curriculum/ https://www.houstonis http://ahhs.ahisd.net/sta http://shmp.info/high- https://www.basic-
teks/ d.org/site/handlers/file ff/teacher_resources/sc school-mathematics- mathematics.com/alge
download.ashx? ope_and_sequence lesson-plan- bra-practice-test.html
moduleinstanceid=117 template/high-school-
961&dataid=65731&F mathematics-lesson-
ileName=ScopeAndSe plan-template-math-
quence_HS_MTH_A lesson-high-
LG1.pdf school197537-
myscres-templates/
 EDLD 5352 Instructional Leadership-Week 2 Assignment

Planning: How will you get the Curriculum to Align?

§111.39. Algebra I Adopted
2012 (One Credit).
2(B) write linear equations in two 28 Days
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 & Campus Scope and Instructional 6-Week Summative
Sequence Sequence Unit 4: Equations of Lines Assessment
Students write various
Cycle 1-first 6-weeks, forms of linear equations
Cycle 1-first 6-weeks, Calculate the slope
from multiple
28 Days representations and connect between the two
them to their graphs and to points (-3, 3), (3, -1)
3 class periods (90- the parent graph of linear
minutes each) or 6 class functions in mathematical
and real-world situations, m=
periods (45-minutes
including parallel and y2−y1/x2−x1=
each) perpendicular lines.

Accountability: Where are these items archived for accountability, stakeholders, and transparency?
State Agency URL Admin Office, URL to Principal Office, Principal, Department Teacher, Data Points
Scope & Sequence or Department Chair, Chair, Online Lesson
DIP, URL to Scope & Plans, Teacher
Sequence or CIP,

http://ritter.tea.state.tx.us/rules/t Central office or Principal Office or Teacher copy or Student work, 6-week
ac/chapter111/index.html https://www.cfisd.net/ https://www.cfisd.net/d exams, reflections,
https://www.chalk.co
en/about/know-your- ownload_file/22917/48 online data,
m/planboard/
district/district- 7/ summative
improvement-plan/ assessments,
formative
assessments, and EOC

Part 3: Element for Professional Development:

Comprehensive School-Level Instructional Leadership 3-Day Professional Development Plan

The final signature assessment in this course is to write a comprehensive, school-level

instructional leadership 3-Day professional development plan. This plan will be due in Week 4
and include multiple elements. This week you will focus on one of the Elements for Professional
Development called, Content: Providing Academically Challenging Content: Curriculum
Alignment.

Directions:
A. Align the Curriculum W2LO4: (CLO2): Working with your data sets given with the
Week 1 assignment, you began to identify trends, patterns, and themes from student
work, the TAPR, and the results from a teachers’ professional development needs survey
to identify your initial information for your 3-Day Professional Development Plan. Now,
you will plan an Activity portion of the 3-Day Professional Development Plan that will
focus on Curriculum Alignment. You may reference your textbook Leverage
Leadership 2.0 Chapter 2: Planning pages 89-125. Also, reference the CD Resource
Document from that textbook named: Online: TA-Lesson-Plan-Meeting-One-Pager-v2
is an Exemplar example of this element of your Professional Development Plan.
Examples are listed for you to reference, delete examples prior to beginning.
EDLD 5352 Instructional Leadership-Week 2 Assignment

B. Complete the section Content: Providing Academically Challenging Content.

C. Use 12 pt. black font: Times New Roman. The table cells will expand to fit your text.

Content:
Providing Academically Challenging Content
Professional Development: Day 2: Curriculum Alignment
Resources: State, District, and Campus Standards:
o List items here
Schedule & Schedule & Activities to be conducted: (Describe in depth the activities)
Activities: o “Map it Out”, “See it, Name it” “Do it” (Leverage Leadership 2.0)
o 9:00am-10:00am- Map it Out
o 10:00am-12:00pm- See it
o 12:00pm-1:00pm- Lunch
o 1:00pm-2:00pm-Name it
o 2:00pm-3:00pm-Do it
Content: Professional Development Objective:
Curriculum Alignment
Evaluation/Follow-  Applications
up Methods:  Strategies
Choose a “best  Implementation Tools
 T-TESS Evaluations
practices” or
 Walk Throughs
evidence-based
 6- or 9-Week Check-ups-for progress monitor
strategies to be  Year-long calendar to document improvement from previous year
used to measure
progress: