Transcript Curriculum Mapping

Curriculum Mapping
Leadership Team Planning
Based on the work of
Heidi Hayes Jacobs, Ph.D.
and Susan Udelhofen, Ph.D.
What Responsibilities Does
the Leadership Team Have?
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Oversee the process
Team members become the “Go To
Person” for their school buildings
Must know
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why Curriculum Mapping is important
where it is going
how they are going to get there
Create a 3-Year Plan
Administration MUST be actively involved
Administrator Support
Is Crucial!
Administrators must:
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Have a good understanding of the process
Celebrate and recognize the value of the process
with teachers and communicate this at every
opportunity
Communicate the process to school board and
parents
Stay abreast of the process and provide the
needed leadership, support and time
Be flexible and forgiving in order to learn what is
taught and not taught
Assure teachers during the mapping processmaps are not use for evaluation
Research-Based Principles of An
Effective Learning Environment
Collaboration
 Reflection
 Shared Vision for Professional
Growth
 Student Learning
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The process of curriculum mapping incorporates all four
principles and brings educators together to learn from their
practice as they share their insights to create a positive,
effective learning environment for students.
Paradigm Shift on
Two Fronts
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Curriculum is no longer an individual
choice or action - individual curriculum
maps are
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made public
shared
changed
modified
Curriculum is never “finished” - rather it
is the beginning of a dynamic process
Curriculum Mapping Is The
Decision-Making Hub of the District
Strategic Planning
Standards
Professional learning
communities
NCLB
Teacher mentoring
Literacy
Critical
thinking
District Data
Staff Development
Accountability
Technology
What Is Mapping?
Calendar based
 Process for collecting data
representative of the operational
(real) curriculum in a school and/or
district
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Why Create Curriculum
Maps?
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Locates gaps, repetitions, areas for
integration,assessments
Authentic alignment to standards
Accountability
Communication and Reflection
We rarely have these conversations!
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Identify what occurs throughout the entire school year
A picture of students’ experience from grade to grade
Teacher expectations to parents and students
Mapping Process Can
Improve School Culture
Shared sense of purpose
 Opportunity to share
 Provides time to reflect
 Builds Professional Learning
Communities within the school
 Analyze and debate to improve
 Increases test scores
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Meaningful Assessments:
Mapping Can Provide the Help
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Assessments clearly connected to content and
skills
Balanced assessments
Assessment preparation for high-stakes
assessments
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Not teaching to the test but rather teaching to the
standards that will be assessed on the tests
Does my curriculum reflect what is being tested
and the vocabulary content that is presented?
“Real World” applications
Analyzing curriculum maps can help you find the
answers and build a more meaningful
and connected curriculum
What Information is
collected on the Map?
Content
 Skills
 Assessments
 Standards
 Essential Questions*
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Identify Curriculum
Repetitions and Gaps
Recognize the difference between
repetitions and redundancies
 Examine maps for gaps in
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Content
 Skills
 Standards
 Assessments
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Spiraling is the goal
Standards analysis
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Identifies the standards that are
or are not being
taught and assessed
Identifies standards and
curriculum alignment
Defines what alignment really means
Provides forum for discussion of crucial
standards
The Curriculum Mapping
Process
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Step 1: Collecting the data: each teacher creates
a map individually
Step 2: First read-through: teachers read each
other’s maps also done individually
Step 3: Small mixed group reviews: sharing
findings from editing
Step 4: Large group comparisons: sharing
findings from small group review
Step 5: Determine immediate revision points
Step 6: Determine points requiring some research
and planning
Step 7: Plan for next review cycle
Sample Curriculum Map
Template
Month
Essential
Questions
Content
Skills
Assessments
Standards
Approximate Time
MINIMUM of half day per prep
 K-2 Language Arts will take longer
 First time through will take longer
 First year teachers may need help
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How to Continue the Work
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The leadership team
meets three times
annually for map
reviews and updates
Challenges, Questions,
& Issues
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Haven’t we done this before?
Is there a right or wrong?
I don’t want to do this alone.
How do I know this is going to be used?
This is a lot of work.
How do I know what I’ll be doing in
November?
How can I edit fifth grade math when I
am a 10th grade English teacher? What
do I know about math?
What if some teachers refuse?
The Best Part:
The Evolution!!
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Collaboration
• Learning and talking with one another
• Working together to improve practice
• Supporting each other
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Reflection
• Identifying and focusing on key issues
• Analyzing and talking about “real” teacher-generated data
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Sharing A Vision
• Setting the direction for meaningful reform
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Student Achievement
• As we become better and more informed student
achievement will improve
• “You mean I don’t HAVE to teach dinosaurs?!?”
Tailoring the Process to Your
District: Dealing With Reality
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Teacher input
School and district culture
Strategic plan
Deliberate timetable
Available time
Support and leadership at every site
How to begin (one step at a time)
• May start small
• Every subject area?
• One site?
Sustaining the Momentum
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Commitment and responsibility from all teacher
and administrators
Student involvement
Parent involvement
School board support
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Continually (at least 3 times per year) revise and
update the maps
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Share results
Focusing on key issues
Maps are basis for discussions regarding all
teaching matters
Use a software program
Establish site-based councils
Ways to Continue the Process
Hire floating substitutes
 In-service days
 Supt./Principal take class while
teacher works
 Early release/late starts
 ½ day subs
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When teachers have time to work there must be a clear
purpose and an end product that is required!!!
Making A Plan For
Implementation
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Communicating with teachers at the
onset
Year one plan
 Year two plan
 Year three plan
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See planning template
Contact Information
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Region 3 Education Service Agency
Platte office
 337-2636
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Susan Udelhofen Contact
Information:
608-274 -1864
 [email protected]
 Su-consulting.com
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