STANDARD TWO: INSTRUCTIONAL LEADERSHIP
The school executive leads the discussion about standards for curriculum, instruction and assessment based on research and best practices in order to establish and achieve high expectations for students. The school executive creates processes and schedules which protect teachers from disruptions of instructional or preparation time.
A. Focus on Learning, Teaching, Curriculum, Instruction and Assessment
The Holistic Needs Assessment is a comprehensive review of your school’s educational program that uses both qualitative and
quantitative data regarding student performance trends and other performance indicators. It includes an analysis of
information from NCDPI, School Report Cards, Progress Reports, School Improvement Plans,
self-assessment documents, action research, surveys, interviews, and/or teacher or school-based
assessments.
quantitative data regarding student performance trends and other performance indicators. It includes an analysis of
information from NCDPI, School Report Cards, Progress Reports, School Improvement Plans,
self-assessment documents, action research, surveys, interviews, and/or teacher or school-based
assessments.
Learning Walks reflect an opportunity to engage in Instructional Leadership by looking for various aspects of good teaching: high student engagement, standards-aligned instruction, scaffolding appropriate to the curriculum, use of questions, assessment and classroom environment and culture.
B. Focus on Instructional Time
GT Care is an accelerated learning progam at Washington GT Elementary. As co-coordinator, I determined the staffing for teachers who would provide tutoring for 6-10 students per grade level for approximately 16 weeks. The GT Cares program is funded through grants and private funding to help grow students at Washington.