College of Saint Rose Center for Integrated Teacher Education Curriculum Development

1. College of Saint RoseCenter for Integrated Teacher EducationCurriculum Development Created By:Dr. Rich Hawkins & Dr. Deb DeLuca Presented By:Laura Mastrogiovanni

2. Curriculum Development • Welcome! • Who are we? • How will we work and learn together? • Syllabus & Class Expectations • Questions, Concerns, Cries of Outrage?

3. Meeting Days • Sept. 24 • Oct. 1 • Oct. 15 • Oct. 22 • Oct 29

4. Name Home Tel. # Cell Tel. # Work Tel. # Email 1 Email 2 **Star** The best way to contact please Home Address Work Address Grade/Discipline Taught Administrative Aspiration Pertinent Information

5. Leadership • Thoughts on Leadership – Begin to think of how you will lead. Can you articulate this well??

6. Thoughts on Leadership • “Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has." – Margaret Mead • “The future belongs to the leader who can juggle a dozen conundrums at once.” – Tom Peters

7. Thoughts on Leadership • “Look at any leader who’s made a big change. The key is servanthood. You can’t lead without making sacrifices.” – Randy Hopper, US Military Academy • “If people are too intimidated or too reluctant to help their leaders lead, their leaders will fail.” – Michael Useem • If you think I can run this place by myself, you are nuts! –Rich Hawkins

8. Thoughts on Leadership • “Leaders are visionaries with a poorly developed sense of fear and no concept of the odds against them.” – Robert Jarvik • “If you do not have time to read, you do not have time to lead.” – Phil Schlechty • “Readers are plentiful; thinkers are rare.” –Harriet Marineau • “People don’t leave companies, they leave leaders.” – Richard Leider

9. Margaret Mead “We are now at a point where we must educate our children in what no one knew yesterday, and prepare our schools for what no one knows yet.”

10. Curriculum Development • As a curriculum leader, you will make decisions that will influence student learning. To provide all learners – those with diverse cultural backgrounds, needs, abilities, learning styles, and prior educational experiences- with curricular experiences that are meaningful and growth promoting is not easy; however, this class is designed to begin to guide you through the process of curriculum planning.

11. The Essential Questions: • What is meant by the term curriculum? • What is meant by instruction? • How do they differ?

12. Types of Curriculum • Intended Curriculum (Espoused) • This is reflected in the binder gathering dust on your classroom bookcase  • Taught Curriculum (Theory-in-Use) • Only Jesus knows what this is. • Learned Curriculum • OMG, Fughetaboutit!

13. Special Education and General Curriculum Special Education Expanded Curriculum Knowledge & Skills General Education No Accommodations Accommodations Modifications Alternate Achievement/Standards Nolet, V., & McLaughlin, M. J. (2005). Accessing the General Curriculum: Including Students with Disabilities in Standards-based Reform (2nd ed.). Thousand Oaks, CA: Corwin Press.

14. No Accommodations • No Changes to: • Content • Performance expectations • Sequence and timelines • instruction

15. Accommodations • No Change to: • Content • Performance Expectations!!!!!!! • Changes to: • Sequence and Timelines • Instruction

16. Modifications • Changes some or all of: • Content • Performance expectations • Sequence and timelines • instruction

17. Alternative Achievement Standards • Individualized Curriculum Goals

18. WTF? What’s The Face? • I see furrowed brows. What questions do the last four slides raise for you? • Small group SWOT

19. Bases of the Curriculum • Social Forces • An understanding of social forces will help you provide for relevance and the teaching of values • Theories of Human Development • Knowledge about human development will enable you to provide for continuity in learning and for the development of self-understanding

20. Bases of the Curriculum • The Nature of Learning & Learning Styles • Knowledge of learning and learning styles will enable you to plan curricula with learning outcomes that learners find useful and transferable from one situation to another *Bases of the Curriculum will be discussed more deeply as the class progresses!!! Yeah! Something to look forward to!

21. Curriculum Goals • Without a set of clearly defined goals (Guiding Ideas), teachers and curriculum planners cannot make sound professional judgments. To choose among curriculum alternatives or instructional strategies, educators must know the goals they seek and the curriculum bases on which they will make their choices. Otherwise, their choices will be little more than random, uninformed by today’s knowledge of social forces, human development, and learning and learning styles.

22. Toward a Learning Culture • Many will say we are learning and/or growing; however, the challenge facing organizations is to making learning institutional, by defining and building capabilities and structures for learning, such as culture, processes, systems, and skills.

23. Some Initial Thoughts • Learning Community: a community of learners that practices five disciplines to develop the capacity to create it’s desired future • A successful, sustainable change initiative requires participation of all constituent groups • Schools are a “complex system” and for a curriculum choice to be effective and sustainable it must be a system-wide initiative • Social and Emotional Literacy is the precursor to strong, sustainable academic achievement {Teddy}

24. Some Initial Thoughts • In order to meet the needs of a diverse population, the bases for curriculum must be considered • Successful implementation of any program requires a high degree of “buy-in” by all constituents, a high level of staff/parent development and, a strong assessment component • A successful design should be research-based • Every school’s initiative might look different as long as they produce the desired results

25. Some Cautions • In order to go fast you must go slow • Mandated or imposed programs always produce “push back” or resistance • Teachers are over burdened already – successful initiatives must be imbedded (inter-disciplinary) in what we currently do to the maximum extent possible • Examine and measure patterns, not events • Sustainability requires a cultural shift, not a new program

26. Schools That Learn

27. It’s All About Culture Awareness and Sensitivity Relationships Rituals Domain of Enduring Change Data – performance norms Practices ABBA’s - Attitudes, Beliefs, Biases and Assumptions Personal, Practical Knowledge (PPK) Enduring Change Occurs When the Culture Adopts the New Norms as Their Own

28. Growing the Culture • Learning is a discipline • How do people know if they are learning? • People will exhibit new skills and capabilities. When we can do things we were unable to do before! (Senge) • New skills and capabilities lead to new awareness and sensibilities. These insights cause you to question assumptions and observations that may appear obvious. • New awareness ultimately leads to new beliefs. When the way you view the world around you changes, the world itself changes, too.

29. A Learning Organization Guiding Ideas Evidence Domain of Strategic Architecture (Action) Innovations in Infrastructure Theories, Methods and Tools

30. Domain of Change Domain of Enduring Change

31. Vision Statement • The William Floyd School District is an active learning community of students, parents, educators, and staff. We are committed to developing responsible citizens who demonstrate virtuous behaviors through the awareness, reflection, teaching, and internalizing of the core virtues. Our vision will be achieved through all constituent groups participating in continuous growth and personal mastery of the core virtues which will provide the social and emotional literacy necessary for academic success and responsible citizenship. 

32. Guiding Ideas • If we believe that social and emotional literacy is necessary for academic success then… •  If we believe responsible citizenship is developed through the teaching and learning of core virtues and skills of character development then… • If we believe that all virtuous behavior is learned, then… • If we believe all students will demonstrate the capacity to reflect on their behaviors through the lens of the core virtues and generate multiple strategies to correct and model appropriate behaviors then…

33. Framework for Strategic Leadership Skills and Capabilities (ppk) Relationships Practices Deep Learning Cycle ABBA’s Guiding Ideas Evidence Awareness and Sensibilities PDSA Domain of Strategic Architecture Innovations in Infrastructures T, M, & Tools

34. Five Disciplines that individuals must adopt to create a true learning culture. • Systems Thinking • Personal Mastery • Mental Models • Shared Vision • Team Learning PM MM ST SV TL

35. Systems Thinking • In this discipline, people learn to better understand interdependency and change and thereby are able to deal more effectively with the forces that shape the consequences of their actions. Systems thinking is a powerful practice for finding the leverage needed to get the most constructive change (Senge 2000).

36. Personal Mastery • Personal Mastery is a set of practices that supports people in keeping their dreams whole while cultivating an awareness of the current reality around them(Senge 2000).

37. Shared Vision • People with a common purpose can learn to nourish a sense of commitment in a group or organization by developing shared images of the future they seek to create and the principles and guiding practices by which they hope to get there (Senge 2000).

38. Mental Models • The core task of the discipline of mental models is bringing tacit assumptions and attitudes to the surface so people can explore and talk about their differences and misunderstandings with minimal defensiveness. This process is crucial for people who want to understand their world(Senge 2000).

39. Team Learning • Through such techniques as dialogue and skillful discussion, small groups of people transform their collective thinking, learning to mobilize their energies and actions to achieve common goals and drawing forth an intelligence and ability greater than the sum of individual members talents(Senge 2000).

40. The 5 Disciplines of a Learning Community Systemic & Sustainable Change PM MM ST SV TL Aspiration Understanding Complexity Inquiry Senge, 1990

41. Putting It Together! • Outlearning the Wolves

42. The Journey Continues… • See you on the 30th • Enjoy your Memorial Day Weekend!