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IOWA CORE CURRICULUM LEADERSHIP TRAINING

This training session focuses on reviewing the Iowa Core Curriculum implementation plan, conducting a self-study, and deepening understanding of the essential concepts and skills. Participants will also learn about the characteristics of effective instruction.

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IOWA CORE CURRICULUM LEADERSHIP TRAINING

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  1. IOWA CORE CURRICULUM LEADERSHIP TRAINING Day Two

  2. WELCOME Back!

  3. Homework Review • Iowa Core Curriculum vision • Communication plan • Continuum Mapping Tool

  4. Course Objectives • Understand the Implementation Plan Framework • Understand and engage in a Self-Study • To deepen knowledge of the essential concepts and skill sets of the Iowa Core Curriculum • Gain initial knowledge of Characteristics of Effective Instruction

  5. Today’s Objectives • Build an understanding of the Implementation Plan • Complete Self Study for Outcomes One, Two, and Three • Introduce “Characteristics of Effective Instruction”

  6. Implementation Plan Framework Purpose: Build an understanding of the Implementation Plan Framework

  7. Implementation Plan:Stakeholders • Read pages one through four of the Implementation Plan • Identify three points that need to be communicated to each stakeholder group • Share with your team

  8. Implementation Plan:Capacity and Planning What does your school need to proceed to ensure that all students are being taught and learning the essential concepts and skills? What steps will need to be taken to design your Implementation Plan?

  9. Iowa Core Curriculum Self -Study Aspects of the Self Study • Purpose and Use • Recommended Practices • Content • Process and forms

  10. Purpose and Use • Baseline data for each outcome • Progress monitoring of implementation • Prioritization of need for action • State evaluation of Iowa Core Curriculum rollout and implementation

  11. Recommended Practices • Diverse stakeholder input - District Leadership Team/stakeholders - Implementation Plan • Facilitators - Maintain Results • Data collection/reporting - Scoring Rubric and Consensus - Rating Form • AEA as partners

  12. Content: Iowa Core Curriculum Outcomes • Outcome One: Leadership • Outcome Two: Community • Outcome Three: Schools • Outcome Four: Alignment • Outcome Five: Professional Development • Outcome Six: Instruction and Assessment

  13. Completion of the Self Study • Advanced Organizer • Facilitation through the process • Paper now/on line in the future

  14. Advance Organizer • Identify • Present • Review • Discuss • Rate • Vote • Prioritize • Record • Evaluate • Submit

  15. Step One: Identify Self Study Respondents • Representative Group • Iowa Core Curriculum Leadership Team • Individuals with knowledge of district structures, policies and procedures

  16. Step Two:Present Scoring Rubric

  17. Step Three: ReviewStep Four: Discuss • Each member receives a copy of the Outcome Guidance and Scoring Rubric • Two representations of the same information, more/less detail • Each member reads documents without making ratings • Group “Questions and Answer”

  18. Step Five:Individual Rating • Each member rates each action on the Scoring Rubric

  19. Step Six: Vote: Consensus Rating Fist to Four Process – Round 1 Within each tem identify: • Facilitator • Time keeper • Recorder Staring with Action 1, Fist to Four Vote • Most frequent – modal number • Make amendments based on votes

  20. Step Six:Vote: Consensus Rating Fist to Four Process – Round 2 All persons vote again on this action Record answer on Consensus Rating Form If consensus is not reached, further discussion and votes until “modal number” emerges Continue voting process

  21. Step Seven:Action Planning • Engage team in conversation • Identify top two or three areas that would be priorities for initiation action planning • Identify initial ideas about possible action steps

  22. Step Eight:Record Ratings

  23. Step Ten:Submit: Forms to AEA Send a copy of your completed Consensus Rating form to: Barb Brunkan bbrunkan@aea9.k12.ia.us Amy Wichman awichman@aea9.k12.ia.us

  24. Lunch

  25. Welcome Back

  26. Working in the Inner Circle • Content • Instruction • Assessment

  27. Essential Concepts and Skills • Divide into “content” areas • Read through the document • Record individual responses in upper left quadrant • Complete windowpane in group • Share with your school team

  28. Reviewing the Essential Concepts and Skill Sets Discuss • What connections between or among content areas can you find? Describe at least three. • How might these essential concepts and skill sets impact the local curriculum of a school or school district?

  29. And…..how is this work to be accomplished Characteristics of Effective Instruction

  30. Introduction toCharacteristics of Effective Instruction • Teaching for Understanding • Assessment for Learning • Teaching for Learner Differences • Rigor and Relevance • Student Centered Classrooms

  31. Teaching for Understanding “In short, we must teach for understanding in order to realize the long-term payoffs for education.” David Perkins American Educator: The Professional Journal of the American Federation of Teachers

  32. Teaching for Understanding

  33. Teaching for Understanding Directions: • Number off 1 – 6 • Go to assigned table • Review Teaching for Understanding (pages 6 -8 of Perkins article) • Complete Definition and Characteristics

  34. Teaching for Understanding

  35. Things to consider….. • Students? • Leadership? • Teachers? • Data? • Professional Development?

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