UCAPP Curriculum Self-Assessment
Portrait of the UCAPP Leader (DRAFT)
Education leaders ensure the success and achievement of all students by developing a shared vision, mission and goals focused on high expectations for all students, and by monitoring and continuously improving curriculum, instruction and assessment. They employ a growth mindset to facilitate and encourage innovative solutions to identified areas by developing and implementing an action plan that supports the mission, vision and goals.
Education leaders ensure the success and achievement of all students by implementing practices to recruit, select, support, evaluate and retain highly qualified staff, and by demonstrating a commitment to high-quality differentiated systems for professional learning. They are reflective practitioners who inspire and motivate all stakeholders in the school community and work with them in a culturally aware and responsive manner.
Education leaders ensure the success and achievement of all students by managing organizational systems and resources for a safe, high-performing learning environment. They are flexible and able to respond quickly to shifting and changing environments. Additionally, they maximize available resources in order to meet the needs of all students.
Culture and Climate
Education leaders ensure the success and achievement of all students by collaborating with families and other stakeholders to respond to diverse community needs and interests, by promoting a positive culture and climate, and by modeling ethical behavior and integrity. They leverage the community and parent resources and partnerships for greater impact.
Vision for UConn UPPI Leader Tracking System (DRAFT)
The Leader Tracking System (LTS) developed through the UConn UPPI project will provide data useful to the CSDE, partner districts, and Neag School for assessing and making decisions about the preparation, placement, and development of aspiring and practicing building-level school leaders.
- The State of Connecticut will have the infrastructure to collect and store essential data on preparation program graduates and in-service educators working in roles requiring the intermediate administrator (092) certification.
- Hartford, Meriden, and New Haven will have the capacity to analyze various data points on teachers, assistant principals, and principals to prepare and place these individuals in positions where they will be most effective and make the greatest impact on achievement.
- The Neag School will have the capacity to assess program outcomes and plan for continuous improvement in the areas of curriculum, instruction, internship, and graduate outcomes.
LTS Inventory Questions (DRAFT)
This venn diagram graphic captures a preliminary inventory of LTS questions generated by the the UConn UPPI project's major stakeholders. The project seeks to answer these categorical questions - and others - as part of the development of a leader tracking system.