Transcript Redefining Roles: Curriculum Counts

The Federal Coordinator as Instructional Leader
Candie Watts
Professional Development Specialist
AAFC Conference
Fall 2008
NCLB
 Accountability Systems
 Challenging Academic Content
 Performance Standards
 Assessments
 AYP
 School Improvement
 Corrective Action
 Restructuring
Table Talk
3 minutes
What constitutes a curriculum?
power
standards
SEQUENCE & CONTINUITY
objectives
SCOPE
field
experiences
strategies
pacing
guide
assessments
lesson plans
technology
rubrics
frameworks
BALANCE
vocabulary
resources
4
Self-Assessment
13 minutes
Standards & Indicators for School
Improvement—Variance Points
 1.1b Discussions among schools regarding curriculum
standards
 1.1c Discussions among schools to eliminate overlaps,
close gaps
 1.1d Vertical communication with focus on key
transition points
 1.1f Process to monitor, evaluate, and review
curriculum
The Hallmarks of Curriculum
Quality
 Structure and deliver the curriculum so that it
facilitates the mastery of essential skills and
knowledge of the subjects (Gentile & Lalley, 2003).
 Structure the curriculum so that it is closely
coordinated (Erickson, 2007).
 Develop an effective integrated curriculum (Erickson,
2007).
 Structure the curriculum so that it results in deeper,
less superficial coverage (Brophy, 1990; Erickson, 2007;
Marzano, 2007).
The Hallmarks of Curriculum
Quality
 Focus on the mastery of a limited number of essential
curriculum objectives rather than trying to cover too many
(Cotton, 1995; Marzano, 2007).
 Organize the curriculum so that it provides for multiyear
sequential study, not stand-alone courses (McDonnell,
1989).
 Emphasize both the academic and the practical (Johnson,
1989; “Blending the Academic,” 2006; Hoachlander, 1999).
 Structure the curriculum so that it focuses on problem
solving (Glasgow, 1997; Resnick & Klopfer, 1989; Torp &
Sage, 2002).
Summary of Curriculum Functions
by Levels
 State Functions
 Development of curriculum frameworks
 Development and implementation of assessment
 Provision of resources to local districts
 Evaluation of state frameworks
Summary of Curriculum Functions
by Levels
 District Functions
 Develop and implement curriculum-related policies
 Develop a vision of a quality curriculum
 Develop educational goals based on state goals
 Identify a common program of studies, the curriculum
requirements, and subject time allocations for each level
of schooling
 For each subject, develop the documents for the core or
mastery curriculum, including scope and sequence
charts and curriculum guides
For each subject, develop the documents for the core or
mastery curriculum, including scope and sequence charts
and curriculum guides…
 Review state frameworks to ensure that district products
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are compatible.
Review the curriculum standards recommended by
professional groups.
Provide in-depth staff development to inform teachers of
standards and trends.
Involve informed teachers in recommending benchmarks
for their grade level. A benchmark is a more specific
component of a standard that is usually assigned to a grade
or a grade level.
Focus on mastery objectives—those that require explicit
teaching, careful structuring, and systematic assessment.
For each subject, develop the documents for the core or
mastery curriculum, including scope and sequence charts
and curriculum guides (cont.…)
 Keep the scope of the mastery curriculum limited so
that classroom teachers can enrich the district mastery
curriculum.
 Develop curriculum guides based on the scope and
sequence chart.
 Ensure that all materials are teacher-friendly—that
they are focused on mastery and easy to use.
Summary of Curriculum Functions
by Levels
 District Functions (cont.)
 Select instructional materials
 Develop district curriculum-based tests and other
performance measures to supplement state tests
 Provide fiscal and other resources needed at the school
level, including technical assistance.
 Evaluate the curriculum
Criteria for Evaluating the
Curriculum Guides or Courses
 Format and Style
 Relationship with Other Sources
 Focus
 Sequence and Placement
 Content
Summary of Curriculum Functions
by Levels
 School Functions
 Develop the school’s vision of a quality curriculum,
building on the district’s vision.
 Supplement the district’s educational goals.
 Develop the school’s own program of studies
 Develop a learning-centered schedule
 Determine nature and extent of curriculum integration
 Align the curriculum
 Monitor and assist in the implementation of the
curriculum
Summary of Curriculum Functions
by Levels
 Classroom Functions
 Develop yearly planning calendars
 Develop units of study
 Enrich the curriculum an remediate learning
 Evaluate the curriculum
11.A Actions provide evidence that local curriculum, assessments, instruction and professional development
are in line horizontally and vertically with Arkansas Frameworks and state assessments, and actions are
included to show evidence of continual review and updating of alignment.
CURRICULUM
ASSESSMENT
INSTRUCTION
PROFESSIONAL
DEVELOPMENT
A Coin With Two Sides
 Calendar-based curriculum mapping is a procedure for
collecting and maintaining a data base of the operational
curriculum in a school and/or district. It provides the basis
for authentic examination of the data base. Maps are
housed and revised electronically for the level of detail
necessary for specific tasks.
 One side is the documentation—the maps themselves
 One side is the review process—examining and revising
the map cumulatively between teachers
Before you begin, consider…
 What is our vision regarding curriculum?
 What are our goals?
 Do we have the time?
 Can we organize a leadership team?
 Are our administrators involved?
 Do we have a plan for resistance?
 What are the current initiatives our teachers are
involved?
 How does mapping connect to those initiatives?
Paradigm Shift on Two Fronts
 Curriculum is no longer an individual choice or action
 Curriculum is never “finished”, rather it is an on-going
dynamic process
Why map?
 To analyze what is really taught in regards to content
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and skills and how they are assessed
To identify gaps and meaningless repetitions across
grade levels, departments, and buildings
To inform and connect all school initiatives
To provide a detailed map to guide the new teacher
The students, the students, the students!
Proving a Point
How did you do?
 K—W.6.k.1: Write simple sentences around known
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words, repetitive phrases, and sentence beginnings
1—W.6.1.1: Use basic sentence structure for simple
sentences
2—W.6.2.1: Use a variety of simple sentences
3—W.6.3.1: Use a variety of simple and compound
sentences
4—W. 6.4.1: Use a variety of simple, compound, and
complex sentences (i.e., completeness and standard
word order, etc.)
How did you do?
 5—W.6.5.1: Use a variety of simple and compound
sentences of varied lengths
 6—W.6.6.1: Use a variety of simple and compound
sentences of varied lengths
 7—W.6.7.1: Vary sentence structure by using simple,
compound, and complex sentences and different kinds of
sentences (declarative, interrogative, imperative,
exclamatory)
 8—W.6.8.1: Vary sentence structure by using simple,
compound, and complex sentences and different kinds of
sentences (declarative, interrogative, imperative,
exclamatory)
How did you do?
 9—W.6.9.1: Use knowledge of types of clauses (main,
subordinate)
 10—W.6.10.1: Use verbals and verbal phrases to achieve
sentence conciseness and variety
 11—W.6.11.1: Use a variety of sentence structures,
types, and lengths for effect in writing
 12—W.6.12.1: Use a variety of sentence structures,
types, and lengths for effect in writing
Alignment’s Three Directions
 Internal alignment
 External alignment to standards
 Cumulative alignment K-12
Lisa Carter
Who are we?
 Depending upon when we were born, we bring unique
characteristics to the workplace and learning
environment.
 Who are you?
 Who are you teaching?
 Who are your colleagues?
VIDEO CLIP
Characteristics
Seniors
Baby Boomers
Generation X
Millennials
When born?
1920-39
1940-1959
1960-1980
1981-2006
Landmark
events?
Depression
WWII
Civil Rights Act
passed
First manned space
flight
Vietnam War
Operation Desert
Storm
OK bombing
911
Columbine
shootings
Clinton scandal
Iraq War
Music?
The Great Era of
Radio
Big Bands
Elvis
Punk
Disco
Grunge
Boy Bands
TV Culture?
Virtually nonexistent
“Ozzie & Harriet”
“The Brady Bunch”
Anything goes
Cultural
Memorabilia?
Juke boxes
Fireside Chats
TV dinners
Poodle skirts
Pet rocks
Platform shoes
Skateboards
Piercing
Heroes?
Franklin Roosevelt
Winston Churchill
Joe DiMaggio
Babe Ruth
Gandhi
MLK, Jr.
John & Jackie
Kennedy
John Glenn
Generally aren’t
influenced by
heroes
Their parents
Bill Gates
NYC firefighters
Characteristics
Seniors
Baby Boomers
Generation X
Millennials
Core Values?
Dedication
Respect for authority
Adherence to rules
Optimism
Personal gratification
Health & Wellness
Diversity
Balance
Fun
Techno-literacy
Practical
Civic duty
Achievement
Sociability
Informality
Celebrate diversity
Street smarts
Most connected all over
the world
Work Ethic?
Hard worker
Loyalty
Will do whatever is
asked
Delayed reward
Team-oriented
Overly sensitive to
feedback
Self-promoting
Driven
Impatient
Independent
Process-averse
Creative, cynical
Multi-tasking, balanced
Commitment to work,
team and boss (not
necessarily the
organization)
Career lattice vs. career
ladder
Determined
People-oriented
Optimistic
Need for supervision &
structure
Multi-task (fast)
Will work hard BUT not
at the expense of family
time
Job Expectations?
Defined job duties
Input on projects Job
security
Recognition
Team projects
Advancement
opportunities
Meaningfulness
Equal power
“Hands-off” supervision
Expect feedback
Specific job duties
Treated respectfully
Teamwork
Flexibility with structure
Don’t often stay in one
job
Need feedback
Networking
“Can-do” attitude
Today’s students should…
 Know more about the world (global trade literate,
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sensitive to foreign cultures, conversant in different
languages)
Be able to “think outside the box”
Think across disciplines (i.e., technology & art)
Become discriminating consumers of information
Possess good people skills
Focus on key concepts in more depth and rigor
 Balance between core knowledge and portable skills (critical
thinking, making connections between ideas and know how
to keep learning)
What are the implications for mapping?
Mapping Process
 Organized by calendar
 Process for collecting curriculum data is representative
of what really occurs in the classroom of every teacher
 Written in teacher-friendly language
 Not textbook objective language
 Not standards language
One Map, Two Processes
 Consensus Map: includes the non-negotiable
content, skills, and assessments that everyone in a
grade level or course agree will be taught,
implemented, and assessed.
 Journal or Projection Map: teacher customization of
consensus map; includes lessons, strategies, materials,
etc. individual to the teacher
What
is
a
power
standard?
Power standards are those student learning expectations
which are “non-negotiable” and essential for successful and
continuous learning. Power standards are:
 Critical to student success in future coursework and life
(endurance & readiness);
 The reasoning or skill that reoccurs throughout a course, a
grade, or across content areas (leverage);
 Heavily assessed; AND
 Formatively assessed in an ongoing way
School, Life, AND the State Test
Clarifying language
 Unwrapping: finding the concepts and skills in
standards wording (deconstructing, teasing out,
analyzing,…)
 Concepts: important nouns—what students need
to know
 Skills: verbs—what students need to be able to do
 Task Analysis—breaking the ultimate learning
goal into essential learning steps
 Essential Vocabulary: content vocabulary
necessary for understanding (refer to AR
Frameworks & Building Academic Vocabulary)
Clarifying language
 Essential Questions: learning goals set forth at the
beginning of the lesson; standards-based; cannot be
answered with “yes” or “no” or mere recall of facts only
 Big Ideas: “Aha!” of “light bulb” insights; lasting
understandings students make on their own after
instruction
 Topics or Context: lessons, activities, and/or researchbased strategies used to teach concepts & skills
 Materials/Resources: tools for teaching and
assessing
G.8.5.2: Identify and draw congruent, adjacent, obtuse,
acute, right and straight angles (Label parts of an
angle: vertex, rays, interior and exterior)