TLED 8215: Leading Data-Informed Curriculum and Assessment Practice for Post-Master’s Teacher Leaders

1. Reflect on and evaluate their own learning and effectiveness through reflection, study and improvement, maintaining a healthy work-life balance. Specific examples from their daily practice are provided as evidence. 
2. Evaluate the professional culture of engagement and analyzes its commitment to shared vision, goals, and objectives pertaining to the education of the whole child; high expectations for professional work; ethical and equitable practice; trust and open communication; collaboration, collective efficacy, and continuous individual and organizational learning and improvement.  Specific examples form practice are used to support the analysis and suggestion for improvement. 
3. Use data appropriately to provide equitable access to effective teachers, learning opportunities, academic and social support, and other resources needed for college/career readiness.  Examples of data sources, analytics, and sound inference strategies are provided. 
4. Forecast curricular strategies to prepare students to live productively in and contribute to the cultural contexts of a global society.  Examples of curricular linkages to various life-skills are provided. 
5. Situate the curriculum rationale, materials (including technology tools), instruction, and assessment within the mission, vision, and values of the school and aligns all curricular facets across all grade levels to promote the academic and personal wellbeing of students.  Specific examples of curricular practice are provided as evidence. 
6. Outline their strategy for selection, promotion, and implementation of evidence-based teaching strategies, curricular materials, educational technologies, and other resources appropriate to address different student populations.  Specific examples of curricular practice are provided as evidence. 
7. Discuss strategies to ensure that curriculum is intellectually challenging and promotes high expectations while remaining flexible enough to meet all learners needs through differentiation/ personalization. The candidate provides performance-based examples of modeling and promotion of rigor and differentiation to all stakeholders. 
8. Evaluate current assessment systems and/or develops new ones which include developmentally appropriate diagnostic, formative, and summative tools to measure student learning, provide timely and accurate feedback to stakeholders, and inform instructional practices.  Tenable examples and support for practical analysis of the assessment system from literature or personal practice are provided. 
9. Use data and best practices to create and evaluate systems of support for collaborative examination of practice, collegial feedback, students learning, and collective professional learning (at all levels) to improve practice throughout the organization.  Evidence is provided in the form of specific examples from practice and suggestions for improvement are made. 
10. Analyze the systems used to maintain data and communication within the school.  Specific examples are provided to illustrate how the current systems contribute to school improvement and suggestions are made to strengthen data and communications systems. 
11. Analyze continuous improvement efforts which promote the core values of the school and mutual commitment and accountability for student success and evaluates use of situational improvement strategies for improvement. Specific examples from practice are included as illustrations and suggestions for improvement are shared. 
12. Apply technological proficiency when assessing and designing curriculum, instruction, and assessment plans; especially integrating appropriate digital tools to enhance instruction in face-to-face, online, and blended environments. 
13. Demonstrate technology proficiency, technology integration, and competency throughout Tier I field experiences.