Transcript 2 Curriculum & Alignment Institute March

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Curriculum & Alignment Institute
Susan McCauley, Ph.D.
* Revisit tenets of effective professional development for
curriculum implementation
* Explore specific strategies and schedules to facilitate
professional development for curriculum implementation.
* Receive information from EED staff regarding the
proposed English Language Arts and Mathematics
standards
* Receive information from The Alaska Comprehensive
Center regarding a new online Statewide Curriculum
Directory
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*Agenda
*Logistics
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*The Greeting Circle
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*Alaska Statute
* AAC 05.080. School Curriculum and personnel
*5e) – “at least once every 6 years”
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* Curriculum – what students should know and be able
to do
* Instructional materials – tools we use to help us teach
the curriculum
* Standards – Content Standards or Grade Level
Expectations established by the State of Alaska
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Leaders of Learning by Dufour & Schmoker
* Chapter 5:
Developing a Guaranteed and Viable Curriculum
* What Works in Schools by Marzano
* Chapter 3:
A Guaranteed & Viable Curriculum
* Results Now! by Schmoker
* Chapter 4:
Curricular Chaos
* Making Standards Useful by Marzano & Haystead
* Chapter 1:
Standards in Education
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* Marzano identified 5 school-level factors that impact
student achievement:
* Guaranteed and viable curriculum
* Challenging goals and effective feedback
* Parent and community involvement
* Safe and orderly environment
* Collegiality and professionalism
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* Guaranteed
* All students have the opportunity to learn the same
content through a written curriculum that all teachers
are expected to deliver
* Viable
* “…whether the stated curriculum can be adequately
taught in the instructional time available to teachers:
(Marzano, R. (2005). School leadership that works. Mid-continent
Research for Education and Learning. Aurora, CO.)
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*Check on collective understanding of the
components for effective curriculum
management
*Numbered Heads Together
* See handout
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*Identify all of the things for
which we need to provide PD
*Rally Robin
* See handout
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* Emily’s video
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Directions
*Read chapter sections from Leaders of
Learning by Dufour & Marzano: chapters 1,
2, and 5
*Use graphic organizer to keep notes.
*Write 3 questions to ask a partner
*Complete 3-Step Interview (see handout)
*Inner-Outer Circle
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* On the PD Planning sheet, complete the first two
columns identifying curriculum areas of focus by
staff group.
Example:
Staff Group
Curriculum Area
K-2 teachers
Language Arts (Imaginit!)
6-8 teachers
Math (Saxon)
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* District Mission
* District Strategic Plan
* State Statute
* Board Policies
* Curriculum & Materials Processes
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* “Effective district leaders are eager to initiate
dialogue, and they develop formal and informal
strategies for soliciting the perspectives of others.
They are hungry for feedback so they can make
adjustments and course corrections.”
* Survey examples
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*By grade level(s) and content area, have
teachers create a pacing guide for trial use
during the school year.
*Have them come together periodically to
discuss and revise
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*By grade level(s) and content area, have
teachers identify essential vocabulary.
*Have them review and discuss methods
for teaching.
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*By grade level(s) and content area, have teachers
provide their reflections and recommendations
regarding their respective curriculum and
materials.
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*With your team or another participant (or
individually), discuss the usefulness of these PD
activities for your various staff groups.
*Make notes on your PD Planning sheet in the
“Specific Focus” column regarding specific
work that may be useful for the various groups.
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*Have teachers or principals analyze
student achievement data in order to
*determine trends
*identify possible causes or contributors
*and pose solutions or next steps
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*Have teachers
*identify current classroom assessment
practices
*identify their beliefs about effective
assessment
*Consider ways to bridge the gap between
belief and practice
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*With your team or another participant (or
individually), discuss the usefulness of these PD
activities for your various staff groups.
*Make notes on your PD Planning sheet in the
“Specific Focus” column regarding specific
work that may be useful for the various groups.
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*How will we respond if
students aren’t learning?
&
How will we enrich and extend
learning for students who are
proficient?
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*Complete the PD Planner and be
prepared to share your ideas…
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*Thank you!
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