LAC 28:CXLVI.505. Performance Expectation 2: Instructional Leadership

A. Education Leaders ensure the achievement and success of all students by monitoring and continuously improving teaching and learning. The indicators in expectation 2 are designed to describe the degree to which educational leaders believe in, value, and are committed to: 1. learning as the fundamental purpose of school; 2. valuing all learners; 3. continuous professional growth and development; 4. lifelong learning; 5. collaboration with all stakeholders; 6. high expectations for all; and 7. student learning. B. Indicator A—Curriculum and Assessment. 1. Establishes and monitors high-quality instructional materials which are consistent with school wide goals. 2. Ensures teachers set clear, measurable objectives and success criteria aligned to the depth and rigor of the state standards and the objectives of the high-quality instructional materials. National or local standards are to be used when state standards are not provided. 3. Implements systems that allow teachers to analyze formative and summative data to monitor student progress and adjust teaching and learning using an accelerated approach to support and monitor student progress; 4. Creates opportunities for teachers to participate in professional learning that is focused on curriculum, assessment, and instructional practices. 5. Engages in conversations about assessments and student progress with teachers. C. Indicator B-Teacher Effectiveness. 1. Utilizes a school wide evaluation system and individualized coaching plans/professional growth plans (PGPs) to increase teacher effectiveness. 2. Evaluates classroom teaching and learning accurately and provides student work data to support the evaluation. 3. Provides specific evidence from the observed lesson that connects to an overall area of strength, an area of growth, and a specific recommendation for next steps. 4. Uses teacher and student work data gathered through observations to determine what development activities or instructional strategies will best meet the needs of each individual teacher to improve overall teacher effectiveness. 5. Ensures most teachers receive a differentiated targeted support plan based on classroom evaluations. 6. Includes opportunities for teachers to implement learning in different ways and ensures teacher ownership of new learning. 7. Creates structures where teachers can support one another so that they can build and sustain their own learning in order to impact student achievement. D. Indicator C—Meeting Student Needs. 1. Engages all teachers in utilizing data to identify students in need of acceleration, intervention, extension, or other additional supports. 2. Monitors student progress plans to ensure the academic needs of all students are being met. 3. Supports teachers in utilizing instructional supports within high-quality instructional materials, when available, to ensure that students master the content. 4. Implements rigorous, on grade-level instruction. E. Indicator D—Instructional Focus. 1. Implements a schoolwide schedule and routines that maximize instructional time. 2. Plans and prioritizes his/her own schedule in order to engage in instructional leadership activities focused on teaching and learning. 3. Ensures teachers have access to high-quality instructional materials to instruct all students. 4. Considers district and school goals when making decisions about instructional practices or priorities. 5. Utilizes other instructional leaders on campus to play a role in supporting and building teacher capacity in order to meet both teacher and student goals. 6. Leads instructional staff meetings and/or ongoing applied professional learning with adult learning principles.