STANDARD+2

=== === School Executives set high standards for the professional practice of 21st century instruction and assessment that result in a no nonsense accountable environment. The school executive must be knowledgeable of best instructional and school practices and must use this knowledge to cause the creation of collaborative structures within the school for the design of highly engaging schoolwork for students, the on-going peer review of this work, and the sharing of this work throughout the professional community.

=== **2a. __Focus on Learning and Teaching, Curriculum, Instruction and Assessment:__** The school executive leads the discussion about standards for curriculum, instruction, and assessment based on research and best practices in order to establish and achieve high expectations for students. ===

**INTERNSHIP EXPERIENCE**

 * Hold and teach classes when teachers are unable to be present
 * Conducted classroom walk-throughs and informal observations
 * Completed ## full evaluation cycles on classroom teachers
 * Training in math //ASSISTments// evaluation system
 * Common Core professional development (DPI and district-wide)
 * Participated in school-wide data retreats
 * Literacy Training (3-day)
 * Attended trainings through //The Centers for Quality Teaching and Learning (QTL)//
 * Weekly curriculum, instruction, and assessment (CIA) meetings with PLT teams
 * Professional Development on 21st Century Teaching and Learning (Dr. Mubenga- district's transitional coach)

**COURSEWORK**

 * Aspiring Leader Self-Assessments
 * High School Developmental Project
 * Internship Project / Problem of Practice (Possible artifacts: PPT deck created for Dr. Corn’s class; slide created for poster; logic model; evaluation plan; video of students/teachers engaging in program)
 * Distinguished Leadership in Practice assignments: 2
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">High School Turnaround Case Study
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Weekly Internship Logs
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Formal Teacher Evaluations
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">“Flipped” Classroom Video
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Middle School Developmental Project
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Fall 2011 Assessment Day: - Video reflection on school culture - Triad role plays re: teacher interactions - Action plan for teacher
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Upper Elementary School Developmental Project
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Special Education Legal Literacy Assignment
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Clinical Supervision Assignment
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Spring 2011 Assessment Day: - Letter home re: safety incident at school - Role plays re: teacher / student issues - Essay on articles
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Pre-K / Early Elementary Developmental Project

SPECIALIZED TRAININGS

 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Data Day: EVAAS, ACRE, Metametrics, NC WISE
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Literacy
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Common Core Overview
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Understanding by Design
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Schooling by Design
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">IEL Federal Policy Institute
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">School Visits: KIPP Gaston, Bertie Middle School
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Mathematics Common Core Trajectories
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Assistments
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Teacher Evaluation Instrument
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Ruby Payne
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">DPI Special Education Day

**RELATED READINGS**
> <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 11px; text-decoration: none; vertical-align: baseline;"> Militello, M.,ing by design: Mission, action, and achievement. Alexandria, VA: Association for Supervision and Curriculum Development. <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Ruby Payne RTI > <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 11px; text-decoration: none; vertical-align: baseline;">Robinson, K. (2011). Out of our minds: Learning to be creative. Chichester: Capstone. > <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">90-90-90 Artcile > The Bell Curve > Why Reading by 3rd Grade Matters > Creating the Opportunity to Learn, Nogero and Boykin
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Tyack, D. B. & Cuban, L. (1995). //Tinkering toward utopia: A century of public school reform//. Cambridge, Mass: Harvard University Press.
 * //<span style="font-family: Georgia,serif;">Carr, P.J., & Kefalas, M. (2010). // <span style="font-family: Georgia,serif;">Hollowing out the middle: The rural brain drain and what it means for America //<span style="font-family: Georgia,serif;">. Boston, Mass. : Enfield: Beacon. //
 * <span style="font-family: Georgia,serif; font-size: 15px;">Chenoweth, K. (2009), //How it's being done//. Cambridge, Mass. : Harvard Education Press.
 * <span style="font-family: Georgia,serif; font-size: 15px;">Meece, J. L., & Daniels, D. H. (2008). Child and adolescent development for educators. Boston: McGraw-Hill Higher Education.
 * <span style="font-family: Georgia,serif; font-size: 15px;">Florida, R. L. (2004). //The rise of the creative class: And how it's transforming work, leisure, community and everyday life//. New York: Basic Books.
 * <span style="font-family: Georgia,serif; font-size: 15px;">Friedman, T. L. (2007). //The world is flat: A brief history of the twenty-first century.// New York: Picador/Farrar, Straus and Giroux.

ARTIFACTS AND DOCUMENTATION




**INTERNSHIP EXPERIENCE**

 * <span style="font-family: Georgia,serif; font-size: 120%;">Ruby Payne training on Raising Achievement with 9 Systemic Processes (included methods of increasing time and productivity of teachers' planning via things such as roaming subs and outcomes based faculty meetings)
 * <span style="font-family: Georgia,serif; font-size: 120%;">Worked with principal and teachers to create schedules for the school (testing, intervention, lunch)
 * <span style="font-family: Georgia,serif; font-size: 120%;">Conducted classes when teachers had to arrive late or leave early for meetings and appointments

**COURSEWORK**

 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Aspiring Leader Self-Assessments
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Internship Project / Problem of Practice (Possible artifacts: PPT deck created for Dr. Corn’s class; slide created for poster; logic model; evaluation plan; video of students/teachers engaging in program)??
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Distinguished Leadership in Practice assignments: 2
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">High School Turnaround Case Study
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Weekly Internship Logs

SPECIALIZED TRAININGS

 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Schooling by Design

**RELATED READINGS**

 * <span style="font-family: Georgia,serif; font-size: 120%;">Senge, P.M. (1994). //The Fifth discipline fieldbook: Strategies and tools for building a learning organization//. New York: Currency, Doubleday.
 * <span style="font-family: Georgia,serif; font-size: 120%;">Lane, K.E. (2005). //The Principal's legal handbook//. Dayton, Ohio: Education Law Association.
 * <span style="font-family: Georgia,serif; font-size: 120%;">Guthrie, J.W. (2007). //Modern education finance and policy//. Boston: Pearson/Allyn and Bacon.
 * <span style="font-family: Georgia,serif; font-size: 120%;">North Carolina General Statutes, Chapter 115
 * <span style="font-family: Georgia,serif; font-size: 120%;">Chenoweth, K. (2009). How it's being done. Cambridge, Mass: Harvard Education Press.
 * <span style="font-family: Georgia,serif; font-size: 120%;">Fullan, M. (2006). What's worth fighting for in the principalship?. New York: Teachers College Press.
 * <span style="font-family: Georgia,serif; font-size: 120%;">Wiggins, G. P., & McTighe, J. (2007). Schooling by design: Mission, action, and achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
 * <span style="font-family: Georgia,serif; font-size: 120%;">Chan Kim, W., Mauborgne, Renee A. //Harvard Business Review: Tipping Point Leadership//. Cambridge, Mass: Harvard Education Press.
 * <span style="font-family: Georgia,serif; font-size: 120%;">90-90-90 Article

ARTIFACTS AND DOCUMENTATION