University of Pittsburgh

University of Pittsburgh

School of Education

Department of Administrative & Policy Studies

School Leadership Program

e-Portfolio Syllabus, Standards & Reflections Requirements

Curriculum & Supervision Certification – Suggested Documents and Artifacts

Note: This is a partial list and is not all inclusive of the documents found in the Curriculum & Supervision internship experience and portfolio

Utilization of University of Pittsburgh CourseWeb/Blackboard Format

Curriculum Supervision Certification – Please find below the required “Hard Copy” documents that will need to be submitted along with your “USB Thumb Drive” of your E-Portfolio reflections and artifacts at the final site internship visitation meeting.

Part 1 Required Documents - Found Under Major Folder 6

Folder #1

· USB Thumb Drive of all Tabs, Logs, Reflections, Artifacts, etc. found on your E-Portfolio Program

Folder #2

· Statement of Growth Reflection

Folder #3

· Copy of Updated Resume

Folder #4

· Signed Letter of Verification from Mentor Administrator

Folder #5

· Log of Internship Hours & Internal Log Hours (360 hours)

Folder #6

· Interview & Reflection of Superintendent of Schools

Folder #7

· Board of Ed. Meeting Reflection and Board Agenda

Suggested Experiences BUT NOT Limited to the Following:

1. ____ District policies regarding curriculum, instruction or student assessments

2. ____ District policy on textbook adoption procedures and process

3. ____ Procedures and process for developing and writing both state & National Common Core Standards along with any curriculum guides or curriculum framework documents (i.e. SAS)

· Special Education Report

· Student Achievement Report

· Professional Development Report

· Etc.

4. ____ Two (2) Copies of the most recently developed “Curriculum Guides or Frameworks” for such disciplines as mathematics K to 12, Language Arts K-12, etc.

5. ____ If applicable - Procedures for developing a “Curriculum Map”

6. ____ If applicable – Implementation of STEM program (Science Technology Engineering & Math)

7. ____ If applicable – Implementation of PBL (Project-Based Learning)

8. ____ Act 82 - Procedures and implementation of Teacher Evaluation System (Educators Effectiveness Project & Performance-Based Evaluation) including teacher rating tool forms, measures of student performance and Educators Effectiveness Administrative Manual

9. ____ Documents and procedures for the school district’s Title 1 Reading program

10. ____ Documents and procedures for the school district’s “Block Grants” or “Student Achievement” grants

11. ____ Copies of documents used by school district regarding the “Standards Aligned System (SAS)” such as:

· Keystone Exams Anchors & Eligible Content

· Classroom Diagnostic Tool

· Assessment Creator

· Etc.

12. ____ Copy of IEP and other special education documents

13. ____ Student analysis of PSSA, PVAAS, 4Sight, SAT/ACT, and/or other district wide assessments

14. ____ District Teacher Induction Program

15. ____ District or State Code of Ethics

16. ____ Collective Bargaining Agreements (Teachers Contract)

17. ____ District wide budget documents for the Professional Staff Development program including training and in-service workshops for the past 2 years and the new school year

18. ____ Copy of the high school student course offering handbook

19. ____ Faculty Handbook

20. ____ Teacher and Support Staff Evaluation Process (426,427, 428, etc.)

21. ____ Copy of Principal’s Evaluation form and process from the Superintendent’s office (Act 93)

22. ____ Documents on state the initiative on “Response to Intervention and Instruction (RtII)” and other teaching strategies

23. ____ Hiring and Interviewing process for staff

24. ____ Comprehensive Planning Documents

· Student Achievement and Assessment Report, Special Education Report, Technology Education Report, Professional Education Report, Teacher Induction Report & Student Services

Praxis Test ____ Apply for Graduation ____ Apply for Certification ____ S. Francis Legal Workshop ____

Revised Aug. 2013

Individual Research Analysis & Curriculum Projects

(Assigned by University of Pittsburgh visiting supervisor and with agreement with mentor)

Research Analysis Projects

Note: The intern must seek permission from the mentor Curriculum Supervisor and/or Assistant Superintendent before starting any of the comparative analysis projects. Also, the projects may be modified based on the mentor’s needs or the University Advisor’s suggestions during that semester.

Project #1 – Research the Implementation of a STEM Program

ü Research the various components of STEM

ü Proposed staff development needs, supplies, equipment, program development needs, etc.

ü Proposed cost for implementation

ü Proposed timeline for implementation

ü Presentation of project needs, timeline and costs (PowerPoint or other presentational components)

Project #2 – Research the Implementation of the Keystone Exams & Illegible Content Skills

ü Research the various components of the Keystone Exams

ü Proposed staff development needs, supplies, equipment, program development needs, etc.

ü Proposed cost for implementation

ü Proposed timeline for implementation

ü Presentation of project needs, timeline and costs (PowerPoint or other presentational components)

Project #3 – Research the Implementation of the “Project-Based Learning” (PBL) Approach to Teaching

ü Research the various components of PBL

ü Proposed staff development needs, supplies, equipment, program development needs, etc.

ü Proposed cost for implementation

ü Proposed timeline for implementation

ü Presentation of project needs, timeline and costs (PowerPoint or other presentational components)

Project #4 – Research the Implementation of the “Act 82 Educators Effectiveness Project” and Teacher Evaluation Rating Program

ü Research the various components of the Keystone of Act 82 Educators Effectiveness Project

ü Proposed staff development needs, supplies, equipment, program development needs, etc.

ü Proposed cost for implementation

ü Proposed timeline for implementation

ü Presentation of project needs, timeline and costs (PowerPoint or other presentational components)

Project #5 – Special Research Project as assigned by University Internship Supervisor

ü Please see Dr. Bayat or Dr. Kirk

University of Pittsburgh

Pittsburgh, PA

Department of Administrative & Policy Studies

School Leadership Program

General Standards & Syllabus

PENNSYLVANIA STANDARDS FOR PROGRAM APPROVAL AND TEACHER CERTIFICATION District-Wide Supervisory Certificate: Curriculum and Instruction

I. Knowing the Content

The professional education program provides evidence that Supervisor of Curriculum and Instruction certification candidates complete a clearly articulated post-baccalaureate program that assesses the candidate's potential for supervision through an examination of their oral and written communication skills, qualifying work experience, organizational ability and personal motivation prior to admission. The program also provides evidence that the candidates demonstrate their knowledge of and competence in the fundamental concepts of supervising an instructional program including:

I.A. Standard # 1. Theories of curriculum design that are based upon:

• _Philosophical, sociological, and historical foundations,

• _Democratic values,

• _Student, school, and community needs,

• _Guidelines of the learned societies and academic standards,

• _Changing socio-economic conditions

Suggested Artifacts: district policy on curriculum design; district guidelines for developing curriculum; state standards.

I.B. Standard # 2. Theories of organization that promote the school culture as a learning community including:

• _Collaborative planning processes,

• _Team-building and shared best practices,

• _Interdisciplinary curricula approaches

Suggested Artifacts: how the school/district shares best practices; critical friends groups or learning communities; elementary or middle school teaming.

I.C. Standard # 3. Curriculum development processes based upon research, applied theories, and informed practice including:

• _Alignment of multiple curricular content areas and instructional goals and objectives,

• _Concepts of scope, sequence, balance, and integration,

• _Establishment of learning outcomes,

• _Multiple assessment techniques

Suggested Artifacts: copies of curriculum (elementary, middle, high); learning outcomes; scope and sequence; information on best practices related to assessment; methods of assessing student performance.

I.D. Standard # 4. School organizational structures that support teaching strategies and student outcomes including:

• _Class scheduling alternatives,

• _School facilities and classroom design,

• _Diverse instructional methodologies,

• _Infusion of technology into curriculum and instruction

Suggested Artifacts: Technology as instructional tools; best practices by subject area; alternative schedule (e.g. pull outs, push ins, remediation programs, tutoring, special education inclusion, schools within schools, etc.)

I.E. Standard # 5. Models of supervision and teaching including:

• _Clinical and developmental,

• _Cognitive and peer coaching,

• _Observation and conferencing,

• _Learner vs. teacher centered,

• _Interdisciplinary teaming

Suggested Artifacts: clinical observation forms, walkthroughs, and peer evaluations, teaming information, forms, policies and guidelines for supervision.

I.F. Standard # 6. Role and function of personnel supervision including:

• _Identifying continuous staff development needs and resources,

• _Organizing, facilitating, and evaluating professional development programs,

• _Integrating district and school priorities,

• _Coordinating multi-discipline curriculum integration teams,

• _Improving faculty as a resource,

• _Applying effective job analysis procedures, supervisory techniques and staff performance appraisal,

• _Negotiating and managing staff conflicts

Suggested Artifacts: in-service planning; identification of staff professional development needs; training programs; conferences; staff performance appraisal information; budget for professional development; establishing an intense focus, walkthrough look fors.

II. Performances

The professional education program provides evidence that Supervisory certification candidates are assessed and meet the established program competencies and exit criteria during their participation in 360 hours of field experiences, internship/practicum and demonstrate their ability to perform the major task areas of policy determination, program development, and instructional supervision including:

II.A. Designing curriculum scope and sequence

II.B. Evaluating instructional methodologies and strategies

II.C. Monitoring and developing alternative forms of student assessment

II.D. Assessing instructional service delivery

II.E. Identifying staff development needs and resources

II.F. Planning activities to address the needs of the educational program

II.G. Integrating curriculum across multiple disciplines

II.H. Budgetary planning for curriculum and personnel development

III. Professionalism

The professional education program provides evidence that certification candidates demonstrate knowledge and competencies that foster professional in school and community settings include:

III. A. Professional organizations, publications and resources

III. B. Integrity and ethical behavior, professional conducts as stated in Pennsylvania’s Code of Professional Practice and Conduct for Educators; and local, state, and federal laws and regulations

III. C. Collaborating with school colleagues, and other professionals to improve student learning

III. D. Communicating effectively with parents/guardians, other agencies and the community at large to support learning by all students

Part 2 – Standards, Reflections & Artifacts

University of Pittsburgh

School of Education

Administrative Policies Studies

Chart of Curriculum Standards & Reflections

PENNSYLVANIA STANDARDS FOR PROGRAM APPROVAL AND TEACHER CERTIFICATION District-Wide Supervisory Certificate: Curriculum and Instruction

I. Knowing the Content (Found under Major Folder 7)

Standard No.
General Statement / Descriptors / Number of Reflections
& Artifacts
Documents / Comments
I.A. Standard #1
Theories of curriculum design that are based upon: / 1. Philosophical, sociological, and historical foundations
2. Democratic values
3. Student, school, and community needs
4. Guidelines of the learned societies and academic standards
5. Changing socio-economic conditions
Suggested Artifacts: district policy on curriculum design; district guidelines for developing curriculum; state standards (see other attached list) / 5
I.B. Standard #2
Theories of organization that promote the school culture as a learning community including: / 6. Collaborative planning processes
7. Team-building and shared best practices
8. Interdisciplinary curricula approaches
Suggested Artifacts: how the school/district shares best practices; critical friends groups or learning communities; elementary or middle school teaming. (See other attached list) / 3
I.C. Standard #3
Curriculum development processes based upon research, applied theories, and informed practices including: / 9. Alignment of multiple curricular content areas and instructional goals and objectives
10. Concepts of scope, sequence balance, and integration
11. Establishment of learning outcomes
12. Multiple assessment techniques
Suggested Artifacts: copies of curriculum (elementary, middle, high); learning outcomes; scope and sequence; information on best practices related to assessment; methods of assessing student performance. (See other attached list) / 4
I. D. Standard #4
School organizational structures that support teaching strategies and student outcomes including: / 13. Class scheduling alternatives
14. School facilities and classroom design
15. Diverse instructional methodologies
16. Infusion of technology into curriculum and instruction
Suggested Artifacts: Technology as instructional tools; best practices by subject area; alternative schedule (e.g. pull outs, push ins, remediation programs, tutoring, special education inclusion, schools within schools, etc.) (See other attached list) / 4
I.E. Standard #5
Models of supervision and teaching including: / 17. Clinical and developmental
18. Cognitive and peer coaching
19. Observation and conferencing
20. Learner vs. teacher centered
21. Interdisciplinary teaming
Suggested Artifacts: clinical observation forms, walkthroughs, peer evaluations, teaming information, forms, policies and guidelines for supervision. (See other attached list) / 5
I.F. Standard #6
Roles and function of personnel supervision including: / 22. Identifying continuous staff development needs and resources
23. Organizing, facilitating, and evaluating professional development programs
24. Integrating district and school priorities
25. Coordinating multi-discipline curriculum integration teams
26. Improving faculty as a resource
27. Applying effective job analysis procedures, supervisory techniques and staff performance appraisal
28. Negotiating and managing staff conflicts
Suggested Artifacts: in-service planning; identification of staff professional development needs; training programs; conferences; staff performance appraisal information; budget for professional development; establishing an intense focus, walkthrough look fors.(See other attached list) / 7
Totals (I) / 28

II. Performances (Found Under Major Folder 8)

The professional education program provides evidence that Supervisory certification candidates are assessed and meet the established program competencies and exit criteria during their participation in 360 hours of field experiences and a practicum and demonstrate their ability to perform the major task areas of policy determination, program development, and instructional supervision including: