SELF Competencies: Represented Central Office Curriculum, Instruction, and Assessment

#3. Curriculum, Instruction, and Assessment

INSTRUCTIONAL LEADERSHIP: Cultivate high expectations and ensure equitable and durable academic, civic and social-emotional learning outcomes for students and adults

Curriculum, Instruction, and Assessment

Develop guidance and provide support for intellectually rigorous and coherent systems of curriculum, instruction and assessment in schools.


  • Instructional expertise: Demonstrate foundational knowledge of content and other standards and evidence-based practices relevant to their role.

  • Curriculum design and implementation: Strategically select/design and/or support the implementation of intellectually challenging and relevant curriculum and short- and long-term planning in classrooms.

  • Equity-focused pedagogy: Model for educators instructional practice that is consistent with knowledge of child and adolescent development and effective and culturally responsive pedagogy.

  • Instructional alignment: Support school leaders and educators in the analysis of alignment among standards, curricula, pedagogy, and assessments.

Evidence of Impact

  • Lesson plans, unit plans, and curricular materials demonstrate alignment to common core content standards and English Language Development standards and to district-adopted curriculum.

  • Agendas and notes from meetings that include discussion of Instructional decisions throughout the year (including student grouping/ differentiation and targeting for interventions) are based on periodic assessments, classroom tests, and teacher designed tests.

  • All students experience academically challenging and culturally responsive course content.

  • Teachers are seen to adjust instructional practices based on implementation of systems to monitor  student progress.

  • Effective teaching practices are implemented and are consistent across classrooms.

This page was last updated on September 17, 2020