1. Instructional Leadership and Application of the Standards Aligned System Act 45 Program Requirements and ITQ Content Review October 14, 2010

2. PA Leadership Standards Addressed Core Standard Two: The leader is grounded in standards-based systems theory and design and is able to transfer knowledge to his/her job as an architect of standards-based reform in the school. Corollary Standard One: The leader creates a culture of teaching and learning with an emphasis on learning. Corollary Standard Six: The leader supports professional growth of self and others through practice and inquiry.

3. Big Idea At the heart of any credible improvement plan for student achievement is the process of reviewing data, setting goals, developing a sequence of action steps for implementation, and analyzing evidence of effectiveness.

4. Key Concepts Participants will: gain working knowledge of the Standards Aligned System tool available at www.pdesas.org.www.pdesas.org gain working knowledge of the various components of www.pdesas.org to enhance student achievement. www.pdesas.org understand the importance of collaboration by establishing a venue to allow faculty to share discoveries, information, assessments, resources, and lesson plans/unit plans developed or uncovered as result of their work with www.pdesas.org.www.pdesas.org understand the importance of supporting and monitoring faculty’s progress of applying resources from www.pdesas.org into their classroom instruction.www.pdesas.org

5. Essential Questions How can resources from www.pdesas.org be integrated routinely into classroom instruction to enhance student achievement? www.pdesas.org How are individual teachers held accountable for their use of www.pdesas.org? www.pdesas.org

6. Total Hours 31 Total Hours 15 Instructional Hours 16 Job-Embedded Hours *May consider increasing to 45 hours* 21 Instructional Hours 24 Job Embedded Hours

7. Ultimate Goal District Teams (administrators and teachers) will develop and implement two action plans (Phase I & II) designed to promote effective use of the portal and increase student achievement.

8. Competencies (Participants) Participants in this course will: navigate www.pdesas.org effectively and consistently. (Supports Core Standard Two.)www.pdesas.org demonstrate instructional leadership with the Standards Aligned System by monitoring and providing feedback to teachers who are applying the resources of www.pdesas.org in their daily instructional practices. www.pdesas.org use Appendix D to facilitate this monitoring/feedback process with teachers. (Supports Corollary Standard One.) gain the capacity to be able to provide SAS implementation workshops to a variety of audiences. (Supports Core Standard Two.)

9. Competencies (Participants) develop an action plan that reflects elements of concentration in the Standards Aligned System and usage of www.pdesas.org as a job embedded assignment. Refer to Appendix A. Phase I of this action plan will be limited to a pilot group of at least 4 teachers (one for each core academic area). Phase II of this action plan will encompass steps toward school-wide implementation of www.pdesas.org with that action plan being submitted as the culminating project for this course. (Supports Core Standard Two.)www.pdesas.org establish a venue for faculty to share effective practices with www.pdesas.org. (Supports Corollary Standard Six.)www.pdesas.org

10. Competencies (Teachers) Teachers, as documented in written classroom observation feedback and daily lesson plans, will show evidence of instructional practices that align with standards and assessment anchors. (Supports Core Standard Two.) Teachers will document resource materials, assessments, interventions, and instructional strategies that reveal alignment and use of www.pdesas.org to address student needs. (Supports Core Standard Two.) www.pdesas.org

11. Competencies (Students) Student achievement and growth data will serve as a measurable outcome to monitor progress. Data will be collected through assessments administered to students. (Supports Core Standard Two.)

12. Job-embedded Assignments 1. Select one or more teachers in each core subject area as a pilot group for using the portal. 2. Present information on the Standards Aligned System and the portal to the pilot team identified above. 3. Collaborate with teachers to prepare a Phase I Action Plan that addresses the pilot team’s goals for using the portal.

13. Job-embedded Assignments 4.Present Phase I Action Plan to approved ITQ faculty for feedback. (and post on My Website)

14. Job-embedded Assignments 5. Implement Phase I Action Plan and provide ongoing support and feedback. a.Participants will collaborate with teachers to select an activity from the suggested list in Appendix A. b. Teachers will implement their selected activity. c. Participants will promote the implementation process through monitoring and providing feedback for teachers using Appendix D. d. Through informal formative assessments of students, teachers will monitor impact on student achievement.

15. Job-embedded Assignments 6. Plan a means of sharing the results of the pilot implementation with building faculty.

16. Job-embedded Assignments 7. Prepare a Phase II Action Plan for expanded implementation of use of the portal. The same or similar format as the Phase I Action Plan will be used.

17. Sample Activities –Use Assessment Builder to build a formative assessment for lessons and/or units, benchmark assessments, and/or summative assessments. –Conduct an audit of a course taught to ensure all applicable standards/eligible content are covered with fidelity. –Coordinate courses to ensure compatibility with the content sequence outline in the vertical viewer. –Conduct an audit of a course to ensure all applicable curriculum framework components are covered/addressed with fidelity.

18. Sample Activities –Identify an instructional strategy (ies) under “Instruction” and incorporate as routine practice in the classroom. Classroom observations will focus on this strategy. –Observe instruction focused on a Voluntary Model Curriculum (VMC) unit plan. –Observe instruction/evaluate lesson plans for use of one of each type of resource under the Materials and Resources “Search” tab.

19. Sample Activities –Observe instruction for the use of one or two identified intervention (s) under “Interventions.” –Evaluate faculty developed lesson plans/unit plans through the use the eportfolio. Plans should include resources from the SAS site. –Use “My Website” to build a personalized website to support classroom instruction.

20. Validation Process In addition to the activities described above for becoming more effective in a standards aligned system, yearly student achievement and growth data will be analyzed to further validate the process.

21. Culminating Projects Phase I – Participants will present results of Phase I implementation to building and approved ITQ faculty (evaluate using Appendix E) Phase II - Participants will present their Phase II action plan to approved ITQ faculty (evaluate using Appendix F)

22. ITQ Checklist Mentoring Guidelines Reimbursement Form Refer to Documents