3. The superintendent told the review team that the support for having an assistant superintendent for curriculum, instruction, and assessment was a direct result of a NEASC identified an area for improvement in curriculum alignment and oversight. Impact: In adhering to a comprehensive accreditation process, the district has embedded a capacity for internal and external program evaluation that recognizes achievements and areas for improvement. Curriculum and Instruction 3. The district has sufficient curricular and instructional leadership and an effective organizational structure to oversee and to improve curriculum and instruction. A. The district has had dedicated districtwide leadership for curriculum, instruction, and assessment since the 2013-2014 school year. 1. The assistant superintendent for curriculum, instruction, and assessment is responsible for all topics related to the leadership and administration of curriculum, instruction, and assessment. 2. The assistant superintendent is in his second year of service. There was no predecessor in this role. Previously, the superintendent assumed responsibility for curricular and instructional leadership in the district. 3. The assistant superintendent is visible in the schools. He conducts regular walkthroughs with the central office leadership team to observe specific aspects of teaching and learning. a. Recent walkthroughs have focused on student engagement with the intent to be better informed about current practice and to strengthen teacher performance by providing feedback to principals. B. Subject area Curriculum Team Leaders (CTLs) in each school have been in place for many years. They are responsible for curriculum in their content areas in their schools and assume other leadership duties in their schools and in the district. 1. CTLs are full-time teachers who receive a stipend for their leadership role. They do not have an evaluative role, although they may observe and discuss teaching practices. 2. CTLs identified themselves as the curriculum leaders in their schools. In a focus group, teachers concurred. C. In several interviews, the review team was told that principals also have responsibility for curricular and instructional leadership.
3. The superintendent told the review team that the support for having an assistant superintendent for curriculum, instruction, and assessment was a direct result of a NEASC identified an area for improvement in curriculum alignment and oversight. Impact: In adhering to a comprehensive accreditation process, the district has embedded a capacity for internal and external program evaluation that recognizes achievements and areas for improvement. Curriculum and Instruction 3. The district has sufficient curricular and instructional leadership and an effective organizational structure to oversee and to improve curriculum and instruction. A. The district has had dedicated districtwide leadership for curriculum, instruction, and assessment since the 2013-2014 school year. 1. The assistant superintendent for curriculum, instruction, and assessment is responsible for all topics related to the leadership and administration of curriculum, instruction, and assessment. 2. The assistant superintendent is in his second year of service. There was no predecessor in this role. Previously, the superintendent assumed responsibility for curricular and instructional leadership in the district. 3. The assistant superintendent is visible in the schools. He conducts regular walkthroughs with the central office leadership team to observe specific aspects of teaching and learning. a. Recent walkthroughs have focused on student engagement with the intent to be better informed about current practice and to strengthen teacher performance by providing feedback to principals. B. Subject area Curriculum Team Leaders (CTLs) in each school have been in place for many years. They are responsible for curriculum in their content areas in their schools and assume other leadership duties in their schools and in the district. 1. CTLs are full-time teachers who receive a stipend for their leadership role. They do not have an evaluative role, although they may observe and discuss teaching practices. 2. CTLs identified themselves as the curriculum leaders in their schools. In a focus group, teachers concurred. C. In several interviews, the review team was told that principals also have responsibility for curricular and instructional leadership.
2014-0185.docx