Curriculum Mapping Leadership Team Planning

1. Curriculum MappingLeadership Team Planning Based on the work of Heidi Hayes Jacobs, Ph.D. and Susan Udelhofen, Ph.D.

2. What Responsibilities Does the Leadership Team Have? • Oversee the process • Team members become the “Go To Person” for their school buildings • Must know • 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

3. Administrator Support Is Crucial! Administrators must: • 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 process-maps are not use for evaluation

4. Research-Based Principles of An Effective Learning Environment • Collaboration • Reflection • Shared Vision for Professional Growth • Student Learning 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.

5. Paradigm Shift on Two Fronts • Curriculum is no longer an individual choice or action - individual curriculum maps are • made public • shared • changed • modified • Curriculum is never “finished” - rather it is the beginning of a dynamic process

6. 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 Curriculum Mapping

7. What Is Mapping? • Calendar based • Process for collecting data representative of the operational (real) curriculum in a school and/or district

8. Why Create Curriculum Maps? • Locates gaps, repetitions, areas for integration,assessments • Authentic alignment to standards • Accountability • Communication and Reflection • We rarely have these conversations! • Identify what occurs throughout the entire school year • A picture of students’ experience from grade to grade • Teacher expectations to parents and students

9. 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

10. Meaningful Assessments:Mapping Can Provide the Help • Assessments clearly connected to content and skills • Balanced assessments • Assessment preparation for high-stakes assessments • 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

11. What Information is collected on the Map? • Content • Skills • Assessments • Standards • Essential Questions*

12. Identify Curriculum Repetitions and Gaps • Recognize the difference between repetitions and redundancies • Examine maps for gaps in • Content • Skills • Standards • Assessments • Spiraling is the goal

13. Standards analysis • 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

14. The Curriculum Mapping Process • 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

15. Sample Curriculum Map Template

16. 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

17. How to Continue the Work • The leadership team meets three times annually for map reviews and updates

18. Challenges, Questions, & Issues • 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?

19. The Best Part:The Evolution!! • Collaboration • Learning and talking with one another • Working together to improve practice • Supporting each other • Reflection • Identifying and focusing on key issues • Analyzing and talking about “real” teacher-generated data • Sharing A Vision • Setting the direction for meaningful reform • Student Achievement • As we become better and more informed student achievement will improve • “You mean I don’t HAVE to teach dinosaurs?!?”

20. Tailoring the Process to Your District: Dealing With Reality • 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?

21. Sustaining the Momentum • Commitment and responsibility from all teacher and administrators • Student involvement • Parent involvement • School board support • Share results • Continually (at least 3 times per year) revise and update the maps • Focusing on key issues • Maps are basis for discussions regarding all teaching matters • Use a software program • Establish site-based councils

22. 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 When teachers have time to work there must be a clear purpose and an end product that is required!!!

23. Making A Plan For Implementation • Communicating with teachers at the onset • Year one plan • Year two plan • Year three plan See planning template

24. Contact Information • Region 3 Education Service Agency • Platte office • 337-2636 • Susan Udelhofen Contact Information: • 608-274 -1864 • Sku26@charter.net • Su-consulting.com