Principals must be instructional leaders in their buildings and in the district.

Li Ka-shing

stated, “We are approaching a new age of synthesis. Knowledge cannot be merely a degree or a

skill... it demands a broader vision, capabilities in critical thinking and logical deduction without

which we cannot have constructive progress.”

Principals must have a school-wide and district-wide knowledge of the literacy and

numeracy systems in place and how these systems align with state standards. There must also be

a system to ensure curriculums are being implemented with fidelity. Principals must have

knowledge of the resources being used and implemented to teach the state standards. Principals

must also be keenly aware to guarantee all students are getting high levels of rigor through the

curriculum.

Creating a system for teachers to work in teams, or professional learning communities,

produces an environment for teachers to collaborate and communicate to increase fidelity to the

state standards. Principals set goals and expectations for teams to choose essential standards,

unpack standards for a common understanding of the meaning, create common formative and

summative assessments, and discuss student needs.

Principals must implement a system to monitor curriculum. Results of state assessments

can help principals determine the effectiveness of curriculum and how it is being implemented.

Longitudinal data can be used in curriculum and instructional decision making as well.

Principals must also be aware of vertical alignment of standards and confirm that necessary

foundational knowledge is being taught at each grade level to guarantee success in future grades.

Principals must ensure a viable and guaranteed curriculum aligned to standards are being

taught at every grade level and in every subject area. Working with teams, building systems of

support, and monitoring are essential.