EDLD+5335+Curriculum+Management

Please click on the doc to view assignments and refections for EDLD Curriculum Management

Week 1 Part 1 Summary of Curriculum Requirements Part 2 TEA Learning System Componets Part 3 Gathering Data for Decision Making [|curriculum management week 1 assignmenta.doc]

Week 2 Part 1 Staff Development Agenda Staff Development Agenda Reflection [|wk2_curr._completed.doc]

Week 3 Part 1 Evaluation Board of Education Policy Part 2 Curriculum Management Audit Part 3 Auditing a TE or Curriculum Guide [|cur week 3.doc]

Week 4 Part 1 Learner-Center Staff Development Part 2 TEA Learning System: Action Plan [|week_4_final_copy.doc]

Week 5 Final Reflection of Course [|5335_Week_5_curr._Reflection[1.doc]]

Reflection One: Educational Leadership Constituent Council Standard 2 Understanding the TEA learning system and its components is critical to developing and improving effective curriculum and instruction at the district and campus level. Knowingly the whole picture of expectations for graduation and beyond is key to developing an effective vertical alignment of curriculum instruction. Combining this information with the curriculum management auditing standards helps to guide instructional expectations and data based decision making toward improving student achievement. This knowledge, combined with how to use data based decision making to create effective campus improvement plans and training of staff are, to me, the most important components we examined in this course. The key to an effective campus instructional leader is the ability to translate the data and instructional information you as an administrator have to your staff. The ability to develop an effective campus plan and trainings geared toward developing your staff to stronger instructional teachers is what can set your campus apart from the others. Ultimately, this translates to higher student achievement.

Reflection Two: Educational Leadership Constituent Council Standard 5

The more we encourage collaboration within teams and within the campus staff as whole, the more we are building an atmosphere of trust and respect among staff members. Organizational theory and how organizations operate allow instructional leaders to develop a creative, risk-taking environment that encourages teachers to try new ways of teaching, which in turns creates stronger, more successful students. The process of creating this trusting environment can mean implementing changes to how curriculum and instruction is developed on campus. I believe it is important that your staff has trust that what you say is honest. While how you phrase things is important, truthfulness and integrity are key to eventually building a staff built on trust and common respect. For example, you may have staff you do not believe are well suited to their postion and may need to be on a growth plan. Talking honestly, but respedtfully, about your concerns, will help long term staff development much more than talking from both sides of the mouth.

Reflection Three: Educational Leadership Constituent Council Standard 6 Communicating with district personnel about how curriculum and instruction is working, or not working, on your campus is a way to help influence decision-making at the district level. In a district where curriculum is created at the district level, it is imperative that district staff be kept aware of any holes in the curriculum as well as what works well. Sharing those successes, and sharing how you as a campus leader develop your staff to build upon curriculum and instruction to create successful students, will help you influence decision making at the district, and possibly state, levels. The relationship that you develop with district leaders and other campus leaders will help to establish a stronger district curriculum based program. Collaboration builds stronger ideas to share with your staff, and vice-versa. The more each group is interdependent toward developing and sharing curriculum ideas, the more our students gain in the long run.