BUS 5000 - Curriculum, Instruction, and Assessment3 lecture hours 0 lab hours 3 credits
This course is designed to assist students in developing those skills essential for curriculum restructuring, planning, and implementation at the school site. Three essential processes, curriculum development, assessment, and instruction will be considered with respect to relevant theory, research, and practice. Emphasis is placed on the role of responsible leadership in assuring that these processes function effectively. Field experiences designed to provide a clinical setting for the demonstration of theory applied to practice will be an integral part of the course. In addition to the executive seminar format class sessions, students will be expected to complete pre-work and other learning activities outside of the classroom. (prereq: none)
Course Learning Outcomes
Upon successful completion of this course, the student will be able to:
- Develop an educational mission for the school to promote the academic success and well-being of each student
- In collaboration with members of the school and the community and using relevant data, develop and promote a vision for the school on the successful learning and development of each child and on instructional and organizational practices that promote student success
- Articulate, advocate, and cultivate core values that define the school’s culture and stress the imperative of child-centered education; high expectations and student support; equity; inclusiveness; and social justice; openness, caring, and trust; and continuous improvement.
- Implement coherent systems of curriculum, instruction, and assessment that promote the mission, vision, and core values of the school, embody high expectations for student learning, align with academic standards, and are culturally responsive
- Align and focus systems of curriculum, instruction, and assessment within and across grade levels to promote student academic success love of learning, the identities and habits of learners, and a healthy sense of self
- Promote instructional practice that is consistent with knowledge of child learning and development, effective pedagogy, and the needs of each student
- Ensure instructional practice that is intellectually challenging, authentic to student experiences, recognizes student strengths, and is differentiated and personalized
- Promote the effective use of technology in the service of teaching and learning
- Employ valid assessments that are consistent with knowledge of child learning and development and technical standards of measurement
- Use assessment data appropriately and within technical limitations to monitor student progress and improve instruction
- Develop teachers’ and staff members’ professional knowledge, skills, and practice through differentiated opportunities for learning and growth, guided by an understanding of professional and adult learning and development
- Foster continuous improvement of individual and collective instructional capacity to achieve outcomes envisioned for each student
- Deliver actionable feedback about instruction and other professional practice through valid, research-anchored systems of supervision and evaluation to support the development of teachers’ and staff members’ knowledge, skills, and practice
- Use methods of continuous improvement to achieve the vision, fulfill the mission and promote the core values of the school
- Engage others in an ongoing process of evidence-based inquiry, learning, strategic goal setting, planning, implementation, and evaluation for continuous school and classroom improvement
- Develop technically appropriate systems of data collection, management, analysis, and use, connecting as needed to the district office and external partners for support in planning, implementation, monitoring, feedback, and evaluation
Prerequisites by Topic
- Hattie frameworks
- Components of an effective learning environment.
- District, school, and individual values and beliefs that underpin high quality instruction.
- The role of the leader in creating, nurturing, and sustaining high quality teaching and learning environments in every classroom
- Audit of current learning community connected to components of quality teaching and learning, values and beliefs
- Analysis of federal and state oversight of curriculum, instruction, and assessment (CIA) systems
- Analysis of locally developed policies, protocols, and processes related to CIA
- Assessment data to drive teaching and learning planning
- Multi-Tiered Systems and Supports (MTSS) in meeting the needs of every learner
- Monitoring CIA systems
- Wisconsin Educator Effectiveness system and local implementations.
- Adult learning theory
- Feedback to improve classroom instruction.
- Audit of local teacher evaluation structures and strategies.
- Analysis of local continuous improvement models and their relation to student achievement (ADKAR, Leading and Managing Complex Change Matrix, SMART Goals, Initiative Management Systems, strategy maps)
- Distributed leadership in school improvement processes.
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