♦measures of teacher coordinated, aligned, and performance; articulated curriculum; ♦multiple ♦ methods of use evidence-centered evaluation, research in making accountability systems, curricular and data collection, instructional and analysis of evidence; decisions; ♦school ♦ technology and interpret information and information systems to communicate support and monitor progress toward student learning. achievement; ♦ design evaluation systems and make ELCC Standard Element 2.3: Candidates understand and can school plans based on develop and supervise the instructional and leadership multiple measures capacity of school staff. of teacher performance Content Knowledge Professional Leadership Skills and student outcomes, and provide Evidence of candidate Evidence that candidates feedback based knowledge of demonstrate skills required on evidence. to ♦ high-quality professional ♦ development for school work collaboratively with staff and leaders; school staff to improve teaching and learning; ♦ instructional leadership ♦ practices; design the use of differentiated ♦ leadership theory, instructional change processes, and strategies, curriculum evaluation; materials, and technologies to maximize ♦ standards for high-quality quality teacher, instruction; principal, and district practice. ♦ design professional growth plans to increase the capacity of ELCC Standard Element 2.4: Candidates understand and can school staff and promote the most effective and appropriate technologies to leaders that reflect support teaching and learning in a school-level environment. national professional development standards.
♦measures of teacher performance; ♦multiple methods of evaluation, accountability systems, data collection, and analysis of evidence; ♦school technology and information systems to support and monitor student learning. coordinated, aligned, and articulated curriculum; ♦ use evidence-centered research in making curricular and instructional decisions; ♦ interpret information and communicate progress toward achievement; ♦ design evaluation systems and make school plans based on multiple measures of teacher performance and student outcomes, and provide feedback based on evidence. ELCC Standard Element 2.3: Candidates understand and can develop and supervise the instructional and leadership capacity of school staff. Content Knowledge Evidence of candidate knowledge of ♦ high-quality professional development for school staff and leaders; ♦ instructional leadership practices; ♦ leadership theory, change processes, and evaluation; ♦ standards for teacher, principal, and district practice. Professional Leadership Skills Evidence that candidates demonstrate skills required to ♦ work collaboratively with school staff to improve teaching and learning; ♦ design the use of differentiated instructional strategies, curriculum materials, and technologies to maximize high-quality instruction; ♦ design professional growth plans to increase the capacity of school staff and leaders that reflect national professional development standards. ELCC Standard Element 2.4: Candidates understand and can promote the most effective and appropriate technologies to support teaching and learning in a school-level environment. quality
admin-super_principal_field_exp_handbook.docx