CPSEL STANDARD 2:
Instructional Leadership
Education leaders shape a collaborative culture of teaching and learning, informed by professional standards and focused on student and professional growth.
ELEMENT 2A Professional Learning Culture2A-1 Establish coherent, research-based professional learning aligned with organizational vision and goals for educator and student growth. 2A-2 Promote professional learning plans that focus on real situations and specific needs related to increasing the learning and well-being of all staff and students. 2A-3 Capitalize on the diverse experiences and abilities of staff to plan, implement, and assess professional learning.
ELEMENT 2B Curriculum and Instruction2B-1 Develop a shared understanding of adopted standards-based curriculum that reflects student content and performance expectations.2B-2 Promote and monitor the use of state frameworks and guides that offer evidence-based instructional and support strategies to increase learning for diverse student assets and needs. 2B-3 Provide access to a variety of resources that are needed for the effective instruction and differentiated support of all students. 2B-4 Guide and monitor the alignment of curriculum, instruction, assessment, and professional practice.
ELEMENT 2C Assessment and Accountability2C-1 Define clear purposes, goals, and working agreements for collecting and sharing information about professional practice and student outcomes. 2C-2 Guide staff and the community in regular disaggregation and analysis of local and state student assessment results and program data. 2C-3 Use information from a variety of sources to guide program and professional learning planning, implementation, and revisions. 2C-4 Use professional expectations and standards to guide, monitor, support, and supervise to improve teaching and learning. 2C-5 Apply a variety of tools and technology to gather feedback, organize and analyze multiple data sources, and monitor student progress directed toward improving teaching and learning.
ELEMENT 2A Professional Learning Culture2A-1 Establish coherent, research-based professional learning aligned with organizational vision and goals for educator and student growth. 2A-2 Promote professional learning plans that focus on real situations and specific needs related to increasing the learning and well-being of all staff and students. 2A-3 Capitalize on the diverse experiences and abilities of staff to plan, implement, and assess professional learning.
ELEMENT 2B Curriculum and Instruction2B-1 Develop a shared understanding of adopted standards-based curriculum that reflects student content and performance expectations.2B-2 Promote and monitor the use of state frameworks and guides that offer evidence-based instructional and support strategies to increase learning for diverse student assets and needs. 2B-3 Provide access to a variety of resources that are needed for the effective instruction and differentiated support of all students. 2B-4 Guide and monitor the alignment of curriculum, instruction, assessment, and professional practice.
ELEMENT 2C Assessment and Accountability2C-1 Define clear purposes, goals, and working agreements for collecting and sharing information about professional practice and student outcomes. 2C-2 Guide staff and the community in regular disaggregation and analysis of local and state student assessment results and program data. 2C-3 Use information from a variety of sources to guide program and professional learning planning, implementation, and revisions. 2C-4 Use professional expectations and standards to guide, monitor, support, and supervise to improve teaching and learning. 2C-5 Apply a variety of tools and technology to gather feedback, organize and analyze multiple data sources, and monitor student progress directed toward improving teaching and learning.
As an accomplished teacher and instructional coach with 18 years of experience in education, I have been able to foster collaborative teaching and learning experiences with teachers and administrators. During my years as a teacher I worked closely with my grade level team to plan lessons aligned to standards with a focus on student growth and helping them achieve (2B-1). While I was an instructional coach, I was able to gain the trust of teachers in my district and establish a professional learning culture with a shared understanding of goals (2A-1). We used our district framework, curriculum and research to guide the learning expectations (2B-2). In addition, continuous conversations around student data and teacher feedback guided informed our next steps to improve teaching and learning (2C-1, 2C-2, 2C-3).
