EDL 520 is designed to provide aspiring leaders with the skills and tools necessary to coach and lead teams focused on instructional best practices. Through readings, lectures, discussions, critical thinking assignments and embedded internship experiences, students will demonstrate their proficiency toward the Colorado Principal Licensure Standards.
Principals demonstrate organizational leadership by strategically developing a vision and mission, leading change, enhancing the capacity of personnel, distributing resources, and aligning systems of communication for continuous school improvement.
Principals demonstrate inclusive leadership practices that foster a positive school culture and promote safety and equity for all students, staff, and community.
Principals demonstrate instructional leadership by: aligning curriculum, instruction and assessment; supporting professional learning; conducting observations; providing actionable feedback; and holding staff accountable for student outcomes.
EL QUALITY STANDARD 5.9: Educators are knowledgeable about CLD populations.
ELL 5.10 Quality Standard II: Educators should be knowledgeable in first and second language acquisition.
ELL 5.11 Quality Standard III: Educators should understand literacy development for CLD students.
EL 5.12 Quality Standard IV: Educators are knowledgeable in the teaching strategies, including methods, materials, and assessment for CLD students.
Throughout CSU Global’s Instructional Leadership course (EDL 520), principal candidates research, analyze, demonstrate and apply skills aligned with the Colorado Principal Quality Standards . Candidates reflected on curricular and instructional initiatives at their school and collaborated with their mentors to develop a performance challenge goal. Through a study of instructional leadership and team collaboration theories, candidates developed meeting protocols, schedules and professional development supporting a collaborative, inquiry based culture. With mentor coaching and support, students reflected on progress toward their performance challenge goal. Evidence of my work to meet these standards is included below.
School Meetings Calendar from Leadership Retreat
Represents: Strategic planning and implementation of programming.
Evidence of: Collaboration with the leadership team during a two day planning session. We created an integration plan for school-wide initiatives aligned with school vision, mission and strategic plan.
PLC Data Protocol
Represents: Work completed with leadership team and district PLC resources to refine and develop our PLC process.
Evidence of: Shared leadership and data-driven instructional design to improve student outcomes.
Induction Planning
Represents: Planning work completed with mentor to establish roles, responsibilities and strategic planning to support new staff.
Evidence of: Knowledge of district and school-based systems for induction process and management competencies to recruit, retain and develop staff.
Sources of Strength Professional Development Planning
Represents: Planning and leadership of implementation of a school-wide SEL initiative
Evidence of: Understanding of leaders’ role in fostering a positive school culture; intentional planning for student and staff well-being
Extended School Year
Represents: Summer administrative internship for special education program
Evidence of: Knowledge of school systems, management practices, teacher leadership and developing an inclusive, safe environment for all students, collaboration with parents and community (SSP’s, bus drivers, building management)
Collaborative Inquiry & Data Analysis Presentation
Represents: Planning instruction and interventions based on data analysis
Evidence of: Ability to analyze data to determine a root cause and effectively plan a mitigating instructional initiative that includes ELLs and students with disabilities
PLC Team Reflection Rubric
Represents: Development of a structured PLC process inclusive of analysis of student data, instructional practices and self-reflection
Evidence of: Understanding a leaders’ role in fostering continuous improvement