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Ead 529 Curriculum and Professional Development

The document analyzes a school's needs assessment and alignment with its Continuous Improvement Plan, finding key needs in student achievement, teacher effectiveness, and curriculum alignment. The CIP addresses these through strategies to improve curriculum, develop common assessments, and provide teacher professional development and resources to enhance instruction.

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77 views

Ead 529 Curriculum and Professional Development

The document analyzes a school's needs assessment and alignment with its Continuous Improvement Plan, finding key needs in student achievement, teacher effectiveness, and curriculum alignment. The CIP addresses these through strategies to improve curriculum, develop common assessments, and provide teacher professional development and resources to enhance instruction.

Uploaded by

api-671417127
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Curriculum and Professional Development 1

Curriculum and Professional Development

Keisha Thompson

Grand Canyon University

EAD 529: Clinical Internship II: Learner-Centered Leadership

Instructor: Dr. Truvillion

March 11, 2024


Curriculum and Professional Development 2

In analyzing my school's most recent needs assessment and its alignment with the current

Continuous Improvement Plan (CIP)/School Improvement Plan (SIP), several key insights

emerge regarding the intersection of identified needs and improvement actions, particularly in

the areas of curriculum and professional development. The needs assessment data revealed

various challenges faced by the school, including gaps in student achievement, teacher

effectiveness, and curriculum alignment with standards. To address these needs, the CIP/SIP

incorporates targeted action plans aimed at enhancing curriculum coherence and supporting

teacher professional growth.

Firstly, the CIP/SIP outlines specific strategies to improve curriculum alignment with

state standards and enhance instructional practices. This includes initiatives to revise and update

curriculum frameworks, develop common assessments, and provide ongoing curriculum support

and resources for teachers. By addressing these curriculum-related needs, the school aims to

ensure that instructional practices are aligned with academic standards and tailored to meet the

diverse needs of students.

Secondly, the CIP/SIP includes provisions for professional development opportunities

aimed at improving teacher effectiveness and instructional quality. These initiatives encompass a

range of activities such as workshops, seminars, peer observations, and coaching sessions

focused on pedagogical strategies, data analysis, and differentiated instruction. By investing in

professional development, the school seeks to empower teachers with the knowledge, skills, and

resources necessary to deliver high-quality instruction and support student learning outcomes.

Furthermore, the CIP/SIP incorporates mechanisms for measuring progress and

evaluating the effectiveness of improvement efforts in both curriculum and professional

development domains. This involves the use of data-driven decision-making processes,


Curriculum and Professional Development 3

formative assessments, and periodic reviews to monitor implementation fidelity, identify areas of

growth, and make adjustments as needed. By systematically tracking progress and outcomes, the

school can gauge the impact of its actions, identify areas for further improvement, and

continuously refine its approaches to meet evolving needs.

Overall, the alignment between my school's needs assessment data and its CIP/SIP

reflects a strategic and comprehensive approach to addressing identified needs in curriculum and

professional development. By leveraging targeted action plans and ongoing progress monitoring,

the school demonstrates a commitment to continuous improvement and the pursuit of excellence

in teaching and learning.

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