Instructional Initiative Case Study

The superintendent should serve as the main instructional leader of the district. This might look different than you would expect, because it is a much more global perspective on curriculum than what is normally thought of when it comes to instruction. One example of this would be that the superintendent can push instructional initiatives such as 1:1, in order to infuse technology to be used as an instructional tool to enhance student learning. But a district-level leader must also consider the professional development aspect of such an instructional initiative as 1:1. The superintendent must have a proactive approach to professional development and have a specific timeline of when teachers will receive training on the tools they will be expected to utilize within the classroom setting. Respecting teacher’s time, and providing them adequate professional development, will allow for the authentic implementation of initiatives such as 1:1.

These two initiatives demonstrate the understanding of the need for district-level leaders to understand the need to create and evaluate a comprehensive, rigorous, and coherent curricular and instructional district program (ELCC 2.2). The focus on a STEM program, is brought about as a results of a survey that detailed the needs of the community. The Superintendent used that data to drive this movement of shifting instruction to focus on STEM skills. The STEM initiative will be across of levels of the curriculum and starting PreK all the way through 12th grade. This has the possibility to impact student learning in substantial ways. It could increase students going into the STEM fields which is not only great for students, but also the work force and