Rubric Alignment

Standard I-A: Curriculum and Planning
Supports the development of rigorous, standards-based curriculum units aligned to priority learning outcomes and meaningful student learning experiences.

Standard I-A-3: Rigorous Standards-Based Unit Design
Guides educators through a structured process for designing coherent curriculum units aligned to standards, instruction, and assessment.

Standard I-A-4: Well-Structured Lessons
Strengthens lesson and unit organization through intentional planning and instructional alignment.

Standard I-B: Assessment
Supports the creation and use of aligned formative and summative assessments to monitor student progress and inform instruction.

Standard I-B-2: Adjustment to Practice
Encourages educators to analyze student data and refine curriculum and instructional practices based on student needs and outcomes.

Standard II-A: Instruction
Promotes instructional practices that increase rigor, student engagement, and meaningful learning opportunities.

Standard II-A-3: Meeting Diverse Needs
Supports the development of equitable and accessible curriculum experiences designed to meet the needs of diverse learners.

Standard IV-A: Reflective Practice
Encourages ongoing reflection, implementation monitoring, and continuous instructional improvement throughout the workshop series.

Standard IV-A-2: Goal Setting
Supports educators in developing professional practice and student learning SMARTER goals connected to curriculum implementation and student outcomes.

Standard IV-C: Collaboration
Promotes collaborative curriculum planning, professional dialogue, and shared instructional improvement practices among educators and teams.

Sample Professional Practice SMART(ER) Goal for Elementary Principals

During the 2026–2027 school year, I will design and implement at least two rigorous curriculum units aligned to priority standards using the principles and strategies learned through the Course Designing for Strong Student Results professional learning series based on Rigorous Curriculum Design by Larry Ainsworth. I will utilize aligned formative and summative assessments, collaborative planning practices, and reflective implementation strategies to strengthen instructional effectiveness and student learning outcomes. Success will be measured through completed curriculum units, student assessment data demonstrating growth in targeted standards, and reflective revisions completed following the January sustainability session. The curriculum units will include differentiated supports and equitable instructional practices designed to meet the diverse learning needs of all students.

By the end of the 2026–2027 school year, I will strengthen alignment between curriculum, instruction, and assessment by applying standards-based curriculum design practices learned through the Course Designing for Strong Student Results workshop series. I will analyze student work samples, assessment data, and instructional outcomes to refine classroom practices and improve student engagement and achievement. Evidence of successful implementation will include revised curriculum materials, aligned assessments, reflective implementation notes, and measurable student growth connected to identified learning standards.

Throughout the 2026–2027 academic year, I will collaborate with colleagues to develop, revise, and implement curriculum units that prioritize rigorous learning outcomes, equitable access, and meaningful assessment practices. Using the curriculum design framework presented in the Course Designing for Strong Student Results professional learning experience, I will engage in ongoing reflection, collaborative planning, and instructional refinement to strengthen student learning opportunities. Success will be demonstrated through shared curriculum documents, evidence of professional collaboration, student performance data, and implementation reflections focused on continuous instructional improvement.

During the 2026–2027 evaluation cycle, I will utilize the curriculum planning and instructional design strategies from the Course Designing for Strong Student Results workshop series to create more coherent, standards-aligned learning experiences for students. I will intentionally design curriculum units that strengthen rigor, student engagement, and assessment alignment while incorporating instructional supports for diverse learners. Progress toward this goal will be measured through curriculum artifacts, lesson and assessment alignment, student achievement data, and ongoing reflection related to instructional impact and continuous improvement.