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Goals for session

Creating a 21st Century Curriculum Adoption Cycle Turning the curriculum adoption cycle into a professional development cycle.

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Goals for session

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  1. Creating a 21st Century Curriculum Adoption Cycle Turning the curriculum adoption cycle into a professional development cycle Adapted from Designing Professional Development for Teachers of Science and Mathematics by Susan Loucks-Horsley, Peter W. Hewson, Nancy Love, and Katherine E. Stiles, with Hubert M. Dyasi, Susan N. Friel, Judith Mumme, Cary I. Sneider, and Karen L. Worth (Thousand Oaks, CA: Corwin Press, 1998). The book is a product of the National Institute for Science Education, funded by the National Science Foundation.

  2. Goals for session • Identify and evaluate current Curriculum Adoption Models • Identify and evaluate current Professional Development Models • Examine a Framework for Professional Development • Revisit current models and adjust/change the process

  3. Introductions Tell us… • Who you are • Where you are from • What your job is • One word that comes to mind when you think of your Curriculum Adoption Cycle • One word that comes to mind when you think of Professional Development in your district

  4. Where are we now? http://www.youtube.com/watch?v=oRBchZLkQR0

  5. The purpose of curriculum is…..The structure that best supports it is……

  6. Tension Current Reality Desired Reality

  7. Tension Current Reality Desired Reality

  8. Curriculum Adoption

  9. What is your current reality? • Write down the process you currently use for Curriculum Adoption • What do you see as the strengths? • What do you see as the weaknesses?

  10. Curriculum Adoption Models Individual Teacher • reviews and selects their own instructional materials. • Selection Committee • each individual reviews (pilot tests) different materials. • instructional materials selected on basis of individual • reviews. • _____________________________________________ • Selection Committee • materials reviewed and evaluated as a groupusing • established criteria found in published checklists. • adoption decision based on number of established criteria met by each program. • ____________________________________ • Selection Committee Works as a Collaborative Group • establishes their own evaluation criteria. • designs or adapts selection scoring rubrics. • collectively examines and evaluates all materials. • uses quantitative data to compare programs and justify selection • decision.

  11. The High Stakes of Curriculum Selection Many teachers rely on textbooks to provide some or all of their content and pedagogical content knowledge. Kesidou & Roseman “Textbook purchases constitute a significant portion of school district budgets… Depending on the subject, a single elementary textbook can range in price from $30 to $100.”

  12. Books Face Extinction as Schools Go High-Tech • "If you look at a textbook it's very static. It's very convoluted,“ • The state Department of Education's latest survey on school technology found that 474 out of 706 public school districts had plans to upgrade their curriculum materials from print to digital. http://www.edweek.org/ew/articles/2009/09/15/04mct_books-extinct.h29.html?tkn=ZXMFWeWW%2FH1LmdvCM5sqnBgAshO1kz2ZQ1Sj

  13. Professional Development

  14. What is your current reality? • Map out how professional development decisions are made in your district • What does professional development include? • What do you see as the strengths? • What do you see as the weaknesses?

  15. Typical cycle

  16. The World's Largest English Department A Ning group for English teachers reveals the potential of online social networking to break the culture of professional isolation. http://www.teachersourcebook.org/tsb/articles/2009/10/01/01ning.h03.html

  17. Turning Promise into Practice….

  18. Tension Current Reality Desired Reality

  19. New Tools for planning CONTENT ANALYSIS PROCESS

  20. New Tools for planning CONTENT ANALYSIS PROCESS

  21. 20th Century Education Model

  22. Partnership for 21st Century Skills Learning and Innovation Skills Core Subjects & 21st Century Themes Life & Career Skills Information, Media, and Tech Skills Standards & Assessment Curriculum & Instruction Professional Development Learning Environments 22

  23. What is the 21st century purpose for our content area?

  24. Key components to use • Content Maps http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=82&Itemid=185 • Skill Definitions http://www.21stcenturyskills.org/documents/p21_framework_definitions_052909.pdf

  25. 21st century Skills • CREATIVITY AND INNOVATION • Think Creatively • Work Creatively with Others • Implement Innovations • CRITICAL THINKING AND PROBLEM SOLVING • Reason Effectively • Use Systems Thinking • Make Judgments & Decisions • Solve Problems • COMMUNICATION AND COLLABORATION • Communicate Clearly • Design Communication Products • Collaborate with Others • INFORMATION LITERACY • Access and Evaluate Information • Use and Manage Information • MEDIA LITERACY • Access and Manage Media • Understand and Analyze Media • Create Media Products

  26. 21st century Skills cont… • ICT LITERACY • Access and Apply Technology Effectively • FLEXIBILITY AND ADAPTABILITY • Adapt to Change • Be Flexible • INITIATIVE AND SELF-DIRECTION • Manage Their Goals and Time • Work Independently • Be Self-directed Learners • SOCIAL AND CROSS-CULTURAL SKILLS • Interact Effectively with Others • Work Effectively in Diverse Teams • PRODUCTIVITY AND ACCOUNTABILITY • Manage Projects • Produce Results • LEADERSHIP AND RESPONSIBILITY • Guide and Lead Others • Be Responsible to Others

  27. New Tools for planning CONTENT ANALYSIS PROCESS

  28. Vision/Mission Knowledge and beliefs Critical Issues • What is our vision for teaching and learning? • What do students need to know and be able to do? • How will we know they have learned it? • What will we do if they do not gain this knowledge? • What do classrooms in which this vision is playing out look like? • What do teachers need to know and be able to do if students are to achieve these standards? • What is our vision for teaching and learning?

  29. What do you already have in place? Vision/Mission

  30. Analyze student data Context • Types of data • Demographic (student and teacher) • Multiple measures of students’ achievement of standards • Disaggregated student learning data • Data about classroom practice and student opportunity to learn • Data about pd , the school culture and leadership • Triangulate data • Develop a comprehensive assessment system to mine data

  31. What do you already have in place? Data analysis

  32. Set Goals Critical Issues • Goals for student learning • Goals for teacher learning • Goals for teaching practice • Goals for the organization

  33. What do you already have in place? Goal Setting

  34. Plan Strategies • Scan context • Define critical issues • Revisit and clarify beliefs • Think strategically about which strategy or combination of strategies to employ

  35. Strategies

  36. Immersion • Immersion into Inquiry and Problem Solving: • Engaging in the kinds of learning that teachers are expected to practice with their students, such as inquiry-based investigations. (A,B,E) • Immersion into the World of Content: • Participating in an intensive experience in the day-to-day work of a professional, often in a laboratory, industry, or museum, with full engagement in research activities. (A,B)

  37. Curriculum • Curriculum Implementation: • Learning, using, and refining use of a particular set of instructional materials in the classroom. (B,C,D) • Curriculum Replacement Units: • Implementing a unit of instruction that addresses one topic in a way that illustrates effective teaching techniques. (B,C,D) • Curriculum Development and Adaptation: • Creating new instructional materials and strategies or tailoring existing ones to better meet the learning needs of students. (B,C)

  38. Examining Practice • Action Research: • Examining teachers' own teaching and their students' learning by engaging in a research project in the classroom. (B,E) • Case Discussions: • Examining written narratives or videotapes of classroom events and discussing the problems and issues (A,B,E) • Examining Student Work and Thinking, and Scoring Assessments: • Carefully examining students' work to understand their thinking so that appropriate instructional strategies and materials can be identified. (A,B,C,E)

  39. Collaborative Work • Study Groups: • Engaging in regular collaborative interactions around topics identified by the group, with opportunities to examine new information, reflect on classroom practice, and analyze outcome data. (A,C,E) • Coaching and Mentoring: • Working one-on-one with another teacher to improve teaching and learning through a variety of activities, including classroom observation and feedback, problem solving, and co-planning. (B,C,D,E) • Partnerships with people in Business, Industry, and Universities: • Working collaboratively with practicing professionals with the focus on improving teacher content knowledge, instructional materials, and access to facilities. (A,B) • Professional Networks: • Linking in person or through electronic means with other teachers to explore topics of interest, pursue shared goals, and address common problems (A,B,C,E)

  40. Vehicles and Mechanisms • Workshops, Institutes, Courses, and Seminars: • Using structured opportunities outside the classroom to focus intensely on topics of interest, including mathematics content, and learn from others with more expertise. (A,B,C) • Technology for Professional Development: • Using various kinds of technology, including computers, telecommunications, video, and CD-ROMs, to learn (A,B,C,E) • Developing Professional Developers: • Building the skills and deep understanding of content pedagogy needed to create learning experiences. (B,C,D,E)

  41. What do you already have in place? Planning

  42. Do • Is this working? • Are we moving toward our goals of improved student learning? • Are we meeting participants’ needs? • Is our program, in fact a good match with our context? • What conditions have changed, how should we respond? • Bring in critical friends

  43. What do you already have in place? Doing

  44. Evaluate • What are the goals or desired outcomes? • How do you assess the accomplishment of the outcomes? • How do you acknowledge and evaluate how a professional development initiative and its participants change over time? • How do you take advantage of evaluation as a learning experience in itself?

  45. What do you already have in place? Evaluating

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