Managing Curriculum Effectively & Efficiently

1. Managing Curriculum Effectively & Efficiently Curriculum & Alignment Institute Susan McCauley, Ph.D.

2. Understand the components of an effective curriculum management system • Identify the components and timelines for each year of a six-year CRC • Explore options and models for incorporating those components into a Curriculum Review Cycle • Learn from the experiences of Alaska school districts Objectives

3. Agenda • Logistics Review Agenda

4. Activity Introductions

5. Alaska Statute • AAC 05.080. School Curriculum and personnel • 5e) – “at least once every 6 years” Context

6. 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 Definitions

7. 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 Philosophical Framework

8. Directions • Read assigned article. • On a sticky note, write one key point or quote that resonated with you. • Partner with one person in the group who also read your article. Each person shares his key point. • Exchange key points and then partner with a different person. • Continue until you have partnered with each person in your group. • Put all stickies on chart paper. One person report out to whole group. Activity

9. 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.) Guaranteed & Viable

10. Components of Effective Curriculum Management

11. Components in a 6-Year Cycle

12. Needs Assessment

13. Definition • Assumptions • Timeline & Supporting Documents • Survey Says Activity • Data Analysis Activity • Discuss & Report Out • Complete Needs Assessment section of Eval Needs Assessment

14. Directions • Develop one survey question about either curriculum or instructional materials that could be answered by the members of your group. • Pass the survey question around a have each member of the group answer it? • Discuss: • How effective was your survey question in getting useful data? Activity – Survey Says

15. Data Analysis Topics • Children of group members • Pets of group members • First cars of group members • Books read by group members • How group members came to Alaska • Directions: • Identify data • Complete table or chart of data • Create graph of data • Record observations • List primary concerns • Create hypotheses Activity – Data Analysis

16. Scope & Sequence

17. Definition • Assumptions • Timeline & Supporting Documents • Writing Quality Objectives Activity • Assessing Objectives Activity • Discuss & Report Out • Complete Needs Assessment Section of Eval Scope & Sequence

18. Write 3 Quality Objectives for • Children on Christmas day • A spouse at your family’s reunion • A clerk at Walmart • A teenager at the dinner table • A newcomer during his first Alaskan winter • Use one stem and three different levels of Bloom’s. Label each objective with the level of Bloom’s Activity – Writing QualityObjectives

19. Assessing Objectives Walk-About • Green dot = you agree that the objective is clearly written and appropriate • Red dot = you disagree with the clarity or appropriateness of the objective Activity – Assessing Objectives

20. Materials Adoption

21. Definition • Assumptions • Timeline & Supporting Documents • Activity Choosing A Parka • Activity Out #1 Parka • Discuss & Report Out • Complete Needs Assessment Section of Eval Materials Adoption

22. Directions • Read Choosing A Parka research. • With your group, create a rubric with 3-5 criteria for a quality parka appropriate for interior Alaska. • Use your rubric to individually score the parkas. • Discuss with your group your scores and complete the Final Ranking Sheet as a group. Activity – Choosing A Parka

23. Directions • Based on how strongly you feel about each parka (back up your decision with all relevant information), “spend” your 10 points on the parka(s) you think is the best for us. Activity – Our #1 Parka

24. Curriculum Maps

25. Definition • Assumptions • Timeline & Supporting Documents • Activity Difficult Conversations • Activity Difficult Conversations 2 • Discuss & Report Out • Complete Needs Assessment Section of Eval Curriculum Maps

26. Directions • Complete the lesson plan template for Difficult Conversations. • Talk with a partner about your lesson. Activity – Difficult Conversations

27. Directions • Using the Curriculum Map for Difficult Conversations, complete the lesson plan template. • Talk with a partner about your lesson. Activity – Difficult Conversations 2

28. Professional Development

29. Definition • Assumptions • Timeline & Supporting Documents • Activity Challenges for District-Wide PD • Discuss & Report Out • Complete Needs Assessment Section of Eval Professional Development

30. Directions • Discuss in like groups: • Logistical challenges • Competing demands/interests • Monetary considerations • Personnel and infrastructure • Creative solutions Activity – PD Challenges

31. Monitoring Progress

32. Definition • Assumptions • Presentation by Tim Vlasak, Director of Federal Programs, KPBSD • Presentation by Brian Krosschell, Director of Curriculum, LYSD • Eval Monitoring Progress

33. Thank you! Susan McCauley, Ph.D.Curriculum CoachAlaska Department of Education & Early Developmentsmccauleyak@gmail.com