3. The superintendent told the review team that the support for having an assistant superintendent for curriculum, instruction, and assessment was a direct result of a NEASC identified an area for improvement in curriculum alignment and oversight. Impact: In adhering to a comprehensive accreditation process, the district has embedded a capacity for internal and external program evaluation that recognizes achievements and areas for improvement. Curriculum and Instruction 3. The district has sufficient curricular and instructional leadership and an effective organizational structure to oversee and to improve curriculum and instruction. A. The district has had dedicated districtwide leadership for curriculum, instruction, and assessment since the 2013-2014 school year. 1. The assistant superintendent for curriculum, instruction, and assessment is responsible for all topics related to the leadership and administration of curriculum, instruction, and assessment. 2. The assistant superintendent is in his second year of service. There was no predecessor in this role. Previously, the superintendent assumed responsibility for curricular and instructional leadership in the district. 3. The assistant superintendent is visible in the schools. He conducts regular walkthroughs with the central office leadership team to observe specific aspects of teaching and learning. a. Recent walkthroughs have focused on student engagement with the intent to be better informed about current practice and to strengthen teacher performance by providing feedback to principals. B. Subject area Curriculum Team Leaders (CTLs) in each school have been in place for many years. They are responsible for curriculum in their content areas in their schools and assume other leadership duties in their schools and in the district. 1. CTLs are full-time teachers who receive a stipend for their leadership role. They do not have an evaluative role, although they may observe and discuss teaching practices. 2. CTLs identified themselves as the curriculum leaders in their schools. In a focus group, teachers concurred. C. In several interviews, the review team was told that principals also have responsibility for curricular and instructional leadership.
The team observed 86 classes in the district: 30 at the high school, 20 at the 2 middle schools, and 35 at three elementary schools. The review team analyzed multiple data sets and reviewed numerous documents before and during the site visit, including: Student and school performance data, including achievement and growth, enrollment, graduation, dropout, retention, suspension, and attendance rates. Data on the district’s staffing and finances. Published educational reports on the district by ESE, the New England Association of Schools and Colleges (NEASC), and the former Office of Educational Quality and Accountability (EQA). District documents such as district and school improvement plans, school committee policies, curriculum documents, summaries of student assessments, job descriptions, collective bargaining agreements, evaluation tools for staff, handbooks, school schedules, and the district’s end-of-year financial reports. All completed program and administrator evaluations, and a random selection of completed teacher evaluations. Site Visit Schedule Monday 12/1/2014 Tuesday 12/2/2014 Wednesday 12/3/2014 Thursday 12/4/2014 Orientation with district leaders and principals; interviews with district staff and principals; document reviews; interview with teachers’ association; and visits to Milford High School for classroom observations. Interviews with district staff and principals; review of personnel files; teacher focus groups; parent focus group; and visits to schools for classroom observations. Interviews with town or city personnel; interviews with school leaders; interviews with school committee members; visits to schools for classroom observations. Interviews with school leaders; follow-up interviews; district review team meeting; visits to schools for classroom observations; emerging themes meeting with district leaders and principals.