alabama instructional leadership handbook

316 Pages·2013·1.82 MB·English

ALABAMA INSTRUCTIONAL
LEADERSHIP
HANDBOOK
Spring, 2013
Prepared for the
ALABAMA STATE DEPARTMENT OF EDUCATION
In Accordance with
Alabama Acts 2001-06 and 2006-196
A collaborative effort of the Alabama State Department of Education and
The University of Alabama College of Education
Dr. Thomas R. Bice, Superintendent Dr. Peter Hlebowitsh, Dean
Dr. Marcia Burke, Instructional Leadership Consultant
Dr. Richard L. Rice, Jr., Superintendents’ Academy Director
Copyright 2013
Instructional Leadership Handbook
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Acknowledgements
Instructional Leadership Handbook
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INSTRUCTIONAL LEADERSHIP HANDBOOK

TABLE OF CONTENTS

1. Introduction and Essential Considerations ........................................................................... 1
1.1 A Summary of Current Approaches to Instructional Leadership
1.2 Definitions of Curriculum
1.3 Curriculum in Alabama Public Schools
1.4 Scheduling Curriculum Revisions
1.5 Evaluating Curriculum Implementation and Instructional Programs
1.6 Involving Stakeholders in Curriculum Revision
1.7 Essential Considerations

2. Overview of Professional Standards for Instructional Leaders ........................................... 9
2.1 Alabama Leadership Development Standards
2.2 Alabama Standards for Professional Development
2.3 Alabama Technology Standards for Administrators
2.4 Alabama Educator Code of Ethics
2.5 The Alabama Ethics Act
2.6 Alabama Standards for Instructional Leaders
2.7 State Evaluation Standards for Administrators
2.8 Professional Standards for Content Areas and Subjects
2.9 Common Core State Standards
2.10 Alabama College and Career Ready Initiative (Alabama Common Core
Standards)
2.11 Standards for 21st Century Learners

3. Historical and Contemporary Challenges to Public Schools ................................................. 36
3.1 Historical Considerations
3.2 The Roots of Accountability
3.3 Continuing Efforts to Achieve Educational Excellence and Equity

4. Roles: The Federal Government ........................................................................................... 41
4.1 Summary of Federal Education Legislation and Programs
4.2 Federal Funding for Public Education
4.3 Purpose and Use of Federal Funds
4.4 US Department of Education Resources

5. Roles: State Government ...................................................................................................... 57
5.1 State Board of Education
5.2 State Superintendent of Education
5.3 Code of Alabama (2001 Replacement)
5.4 Alabama Administrative Code
5.5 Alabama Courses of Study
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5.6 Alabama State Department of Education
5.7 ALSDE Differentiated Support for School Systems
5.8 ALSDE State-Mandated Plans
5.9 ALSDE Compliance Monitoring

6. Roles: The School Board ....................................................................................................... 77
6.1 School Board Governance Improvement Act of 2012
6.2 Board Member Qualifications
6.3 Board Member Affirmation and Duties
6.4 Board Member Code of Conduct
6.5 Board of Education Research Studies
6.6 Board of Education Strategic Planning
6.7 Board Orientation, Training and Evaluation

7. Roles: The Superintendent ................................................................................................... 85
7.1 Fluctuating Expectations for the Superintendent
7.2 The Current Roles and Responsibilities of Superintendents in Alabama
7.3 Superintendent Priorities - What Factors Influence Them?
7.4 The ABCs of the Superintendent’s Work
7.5 The Superintendent as Communicator
7.6 Leading System Improvement

8. Human Resources ................................................................................................................ 95
8.1 Teacher Qualifications
8.2 Educator Evaluation
8.3 Hiring Quality School Leaders
8.4 Organizing the Central Office Staff
8.5 Students First Act
8.6 Teacher Accountability Act
8.7 Employee Leave

9. Physical Resources: Facilities ................................................................................................ 107
9.1 Office of the State Architect
9.2 School Site Requirements
9.3 New Thinking about School Facilities

10. Instructional Resources: Materials ..................................................................................... 110
10.1 The Alabama Textbook Law, Selection Procedures, Adoption Regulations
10.2 Administrative Code Requirements Regarding Textbook Provision
10.3 Alabama Ahead Act of 2012
10.4 Instructional Supplies
10.5 Policies for Selection of Materials and Resources
10.6 Foundation Program Allocations
10.7 Procurement Policies, Fixed Assets, Accounting/Inventory Responsibilities
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10.8 Supplementing Expensive Courses
10.9 Course Fees and Fee Waivers

11. Aligning the Curriculum ...................................................................................................... 117
11.1 Curriculum Mandated for K-12 Schools
11.2 Common Core State Standards K-12
11.3 Curriculum Required for Post-Secondary Institutions
11.4 Accreditation Standards
11.5 State and Local Graduation Requirements
11.6 Where Does One Find the Mandated Curriculum?
11.7 What Tests Form the Basis for Curriculum Alignment?
11.8 What Other Assessments and Standards Could be Considered?
11.9 What Curriculum is Being Taught?
11.10 Indicators of Data-Driven Decision Making
11.11 Methods for Diagnosing Instructional Strengths and Weaknesses
11.12 Regulatory Issues

12. Accountability Standards .................................................................................................... 158
12.1 Alabama Foundation Program Accountability and NCLB Accountability
Requirements
12.2 Features of Accountability Measures
12.3 ESEA Flexibility Request and Alabama’s Waiver Application
12.4 Accountability Reporting
12.5 What is the School Improvement Grant (SIG)?
12.6 USDOE Intervention Models
12.7 Title I Targeted Assistance Schools
12.8 Title I Schoolwide (SW) Programs
12.9 ESL/ELL Program Requirements
12.10 Title I School Improvement Status

13. Plan 2020 – A change in Alabama’s Accountability System ............................................... 175
13.1 Flexibility Request Waiver Application
13.2 Goals, Strategies, and Components of Plan 2020
13.3 Accountability Reporting Under Plan 2020
13.4 Differentiated Support for Local School Systems in Plan 2020

14. Diagnostic and Prescriptive Instruction .............................................................................. 182
14.1 Alabama Reading Initiative
14.2 Alabama Math, Science and Technology Initiative
14.3 US Department of Education Online and Print Resources
14.4 Scientifically Based Research Programs (Evidence-based Education)
14.5 Research on Classroom Practices to Improve Achievement
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15. Technology Standards, Curriculum and Integration ........................................................... 190
15.1 Technology Standards for Administrators
15.2 Alabama’s K-12 Technology Education Curriculum
15.3 Integrating Technology into Classroom Practice
15.4 Types of Classroom Technology
15.5 Pairing Technology and Effective Instructional Strategies
15.6 The Digital Divide in Schools
15.7 Networked Information Resources
15.8 Using the Internet Safely
15.9 Technology Professional Development
15.10 Planning for the Future of Instructional Technology
15.11 Barriers to Technology Integration
15.12 Technology-related Terminology

16. Assistive Technologies for Students with Special Needs ................................................... 204
16.1 Definition of Assistive Technologies
16.2 Why are Assistive Technologies Important?
16.3 What is the Involvement of Administrators?
16.4 Types of Assistive Technologies
16.5 Alternate Input Devices
16.6 Augmentative Alternative Communication Devices
16.7 Assistive Software
16.8 Assistive Writing Tools
16.9 Critical Thinking Tools
16.10 Resources for Information on Assistive Technologies

17. Acceptable Technology Use and Copyright Policies ........................................................... 216
17.1 Copyright Definition
17.2 Copyright Infringement and Potential Fines
17.3 Fair Use and Copyright Exceptions
17.4 Use of Commercial Videos/DVDs/Movies
17.5 Computer Software Copyright and Licensing
17.6 Copyright and Internet Materials
17.7 Plagiarism
17.8 Acceptable Use Policies
17.9 (BYOD) Bring Your Own Device
17.10 Social and Ethical Considerations of Acceptable Technology Use

18. State Technology Initiatives and Resources for Alabama Educators ................................ 227
18.1 Alabama State Technology Plan 2007-2012
18.2 Alabama’s K-12 Technology Education Curriculum
18.3 State Technology Initiatives and Resources
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19. Serving Diverse Populations ............................................................................................... 232
19.1 Special Education
19.2 IDEA 2004 and NCLB
19.3 School Problem-Solving Teams (PSTs)
19.4 Response to Instruction (RtI)
19.5 Child Find
19.6 Eligibility for Special Education Services
19.7 Individualized Education Plans
19.8 Inclusion
19.9 Related Services
19.10 Discipline of a Student with a Disability
19.11 Student Restraint and Seclusion
19.12 Considerations for Desired Post-School Outcomes for Special Education
Students
19.13 Special Education Transportation Issues: Length of School Day
19.14 Lee v. Macon Litigation and Disproportionality
19.15 Gifted Education
19.16 Migrant Students
19.17 Homeless Students
19.18 Neglected and Delinquent Students
19.19 Homebound Students

20. Scheduling ........................................................................................................................... 253
20.1 School Day and School Year
20.2 Local Time Requirements and Homework
20.3 Class Size
20.4 Arts Education Scheduling
20.5 Kindergarten
20.6 Grouping for Instruction
20.7 Self-contained Classrooms
20.8 Homogeneous Classrooms
20.9 Heterogeneous Classrooms
20.10 Looping
20.11 Block Scheduling
20.12 Multi-age Classrooms
20.13 Departmentalized Classes
20.14 Four Blocks Literacy Model
20.15 Instructional Teams
20.16 Electives
20.17 Scheduling Access to Support Services

21. Selected Contemporary Issues ........................................................................................... 267
21.1 Bilingual Education
21.2 Bullying/Student Harassment Prevention
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21.3 Class Size
21.4 Commercially Produced Media
21.5 Competitive Grading
21.6 Distance Learning
21.7 Freedom of Speech
21.8 Full-service Schools
21.9 Global Education
21.10 Health and Wellness
21.11 Inclusion
21.12 Challenges to Instructional Materials and/or Library/Media Resources
21.13 Measuring/Testing/Assessment
21.14 Multicultural Education
21.15 Project-Based Learning
21.16 Promotion/Retention Decisions
21.17 Rigor/Relevance Framework
21.18 School Prayer
21.19 Tracking

22. Resources: Glossary of Terms ............................................................................................. 278

23. Resources: Professional Organizations ............................................................................... 288

24. Resources: Internet Sites .................................................................................................... 290

25. Resources: Bibliography of Printed Materials .................................................................... 293

26. Index ................................................................................................................................... 297
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1. INTRODUCTION AND ESSENTIAL CONSIDERATIONS

This document is intended to serve as a desktop reference for superintendents charged with
promoting student learning. The resource is needed because the increased diversity of
student body, the information and knowledge explosion, and the press for high standards and
accountability have altered the expectations for the 13,500+ superintendents in the nation's
public school systems (Glass et al., 2000).

As educators debate, apply and interpret implications of the ESEA reauthorization, the
language (educational leadership, instructional leadership) used to discuss the role of
superintendents changes. For example, the “School Boards and Superintendents: Roles and
Responsibilities,” a collaborative project by the Alabama Association of School Administrators
and the Alabama Association of School boards (complete list in Chapter 7) calls for
superintendents to serve as educational leaders. Yet, in identifying the work of today's
superintendents,Peterson and Barnett (2003) maintain that superintendents must function as

instructional leaders while performing a variety of roles:
1) superintendent as educational statesman, politician, and democratic leader,
2) superintendent as executive manager,
3) superintendent as instructional leader,
4) superintendent as social scientist and social activist, and
5) superintendent as communicator in the information age.

Educational leadership and instructional leadership as applied to the superintendency are
poorly defined constructs (Kowalski, 1999, 2003), and it is not yet clear whether
superintendents will function as educational leaders (broader term) or instructional leaders
(more specific term). Some superintendents become directly involved in curricular and
instructional issues while others delegate these responsibilities to teachers, principals, and
directors of instruction (Bredeson, 1995).

As the ESEA reauthorization (No Child Left Behind Act) heightened the superintendent's
instructional role, those accustomed to delegating issues related to curriculum and
instructional leadership may need to acquire a greater understanding of instructional
strategies and the use of data to drive decision making. It is less likely that superintendents
will be called upon to immerse themselves in the details of instructional planning and
curriculum development. In any case, because system level personnel are responsible for
developing curriculum guides, monitoring assessment results, and developing strategies for
improving student performance, at the very least, superintendents need a working knowledge
of the current language and ideas associated with instructional leadership and curriculum in
order to exercise oversight in the performance of these roles and account to others for the
decisions made.
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1.1 A Summary of Current Approaches to Instructional Leadership

The Practice of Instructional Leadership (Glatthorn, 1990)
To be an effective instructional leader, one must engage in the following:
• The development of a long-term curriculum evaluation and renewal
calendar
• Shared decision making and clear role expectations
• Development and alignment of curricular goals
• Written curriculum guides and scope and sequence charts
• The development of quality courses
• Integrating fields of study
• An alignment process ensuring congruence between what is intended and
what actually occurs
• Staff development

Perennial Choices (Gardner, 1999)
Making curriculum decisions has oscillated between the following polarities:
• Between breadth and depth
• Between accumulation and construction of knowledge
• Between utilitarian outcomes and intellectual growth for its own sake
• Between uniform and individualized education
• Between education by private parties and as a public responsibility
• Between an education that fuses disciplines and or stresses disciplines
• Between an education that either minimizes or emphasizes assessment
• Between relative, nuanced standards and high universal standards
• Between an education that showcases either technology or the human
dimension

Axioms Related to Curriculum Change (Oliva, 2001)
The following guidelines provide a framework for understanding the context of curriculum
change:
1. Curriculum change is inevitable and desirable.
2. The curriculum is a product of its time.
3. Curriculum changes of earlier periods often coexist and overlap curriculum
changes of later periods.
4. Curriculum change results only as people are changed.
5. Curriculum development is basically a process of making choices from among
alternatives.
6. Curriculum development never ends.
7. Curriculum development is more effective if it is a comprehensive, not
piecemeal, process.
8. Curriculum development starts from where the curriculum is.

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