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Curr culum Leadersh p

Curr culum Leadersh p. Fall ‘11. ADMN 6140. Class # 4. Opening Activity. Academy for Critical Education. GROUPS. Collaborative Activity.

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Curr culum Leadersh p

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  1. CurrculumLeadersh p Fall ‘11 ADMN 6140 Class #4

  2. Opening Activity Academy for Critical Education

  3. GROUPS

  4. Collaborative Activity Your consulting group has just been hired by the second year principal at the Academy for Critical Education (ACE). Your task is to advise the SIT on how best to address the curriculum, teaching, and student achievement issues that were discovered in the principal’s first year on the job. Issue #1 The school has large numbers of students who are not reading on grade-level (total of 25% - 260 students across three grades). Based on the principal’s preliminary assessment, these numbers seem to increase progressively at each grade level. The school is using the system’s prescribed reading program and curriculum guide. Teachers seem to be no less motivated than teachers at other schools. They teach the lessons according to the guide, but the pattern just continues. The school’s academic schedule is the same as other schools in the system. I can't believe it! Reading and writing actually paid off! Matt Groening (1954 - ), The Simpsons

  5. Discussion Questions • What are the primary curriculum leadership issues here? • What data will you collect to define the problem? • How can you involve the SIT in the process? • What are the next steps you will recommend to the SIT? • What school cultural barriers must be overcome?

  6. Housekeeping • Timeline for completing your Curriculum Analysis Project • Projected CA Start Date: Sep 15 for steps 1-2 • CA Project is due to me by Class #13 – Nov 30 • Tool for step 2 • Tool for step 2 • Collaboration with Dr. Ausband’s Class • We will stop tonight at 7:30 • I will stay around to talk with anyone who would like to talk about the CA Project.

  7. For Next Week • Read: Chapter 4 - Aligning Instruction • Describe your lesson planning process. (Be honest! Due September 15th) • Submita blog… Please! • Time to Get started on your Curriculum Analysis Project • Call or email me if you need help

  8. Review and apply curriculum alignment models • Discuss how the system-in-place affects student learning outcomes • Assess the impact of failure to align standards, teaching, and assessment Objectives

  9. What is Total Instruction Alignment?

  10. Instruction Curriculum Assessment What are the critical lessons for us in these models? INTK OAG EC

  11. Total Instructional Alignment Aligning the System

  12. “History for 500 Alex …” • How has the role of education changed with the growth of the U.S. • When the U.S. was agricultural? • When the U.S. was industrial? • From Post WWII – 1980’s • Since the 1990’s? • How long was the year? • What were the most important expectations? • What did the schools look like? • From the discussion above, create a sentence that describes the current system-in-place

  13. How does the System-in-Place affect learning? • What we know about learning • Kids come to school with different amounts of knowledge and skills. Therefore, … • All students can learn, but not necessarily at the same rate.Therefore, … • Learning is for the most part incremental in nature. Therefore, … • What can we expect of the performance of children in the factory model of education?

  14. Aligning Classroom Structures • Describe the typical classroom structure today? • Placement? • Grading? • Pedagogy?

  15. Student Student E A Student Student Student Student B F C D X X X X X X The Race for 300 Alex … August June What can we learn from this picture about the students?System? How much time is provided to each student? How does the system deal with students D and C?

  16. Placement by Age? Group II Argue the Negative: • Placement by age is an inappropriate means of organizing students for learning. Group I Argue the Affirmative: • Placement by age is a legitimate means of organizing students for learning

  17. Vertical and Horizontal Teams • Horizontal Teams • What to they look like? • What is their purpose? • What do they talk about when they meet? • What is the impact on student achievement? • Vertical Teams (p. 43) • What to they look like? • What is their purpose? • What do they talk about when they meet? • What is the impact on student achievement?

  18. Another view of vertical and horizontal teams

  19. HORIZONTAL ALIGNMENT Toyota Style

  20. VERTICAL ALIGNMENT Toyota Style

  21. ALIGN THE CURRICULUM Horizontal Alignment

  22. ALIGN THE CURRICULUM Vertical Alignment

  23. Role of School Leaders in TIA Managing Learning Data Providing Administrative Support • Principals provide vision • Principals provide direction • Principals provide inertia • Principals provide time What if the district does not actively support IA I don’t predict. I just look out the window and see what’s visible but not yet seen.- Peter Drucker

  24. Role of School Leaders in TIA Managing Learning Data • How frequently do you need learning data? • What kind of data do you need? • How will you get it? • What will you do with it? Supporting Professional Development • Describe PD in your school right now? • How do you determine what PD is needed? • What is Best-of-Class PD? • How much is allocated for PD in your district/school? • How are funds allocated? • Who decides on PD? • How is PD evaluated? Managers do thing RIGHT. Leaders Do the Right THINGS.- Warren Bennis

  25. Leaders Do the Right Things- Warren Bennis • Providing Administrative Support • Principals provide vision • Principals provide direction • Principals provide inertia • Principals provide time • What if the district does not actively support IA?

  26. Total InstructionalAlignment Aligning Standards, Curriculum, and Assessment

  27. Impacts of Formal Assessments • EOG _______________ • EOC _______________ • IQ Tests _______________ • Classroom Assessments _______________ • Other _______________

  28. Making Sense of Standards • State Standards often vague and overbroad • Example:Use metacognitive strategies to comprehend text (e.g., reread, read ahead, ask for help, adjust reading speed, question, paraphrase, retell). • What grade level is this standard? 3rd • Result? • Standards not aligned from one grade to next • How are standards determined? • Result of misalignment?

  29. Making Sense of Standards – Congruence Matrix

  30. Making Sense of Standards – Using a Congruence Matrix • Use the objectives from the matrix to organize the objectives into units of study • Natural strands based on grouping of knowledge, concepts, skills will begin to emerge • Once all the strands are identified, teachers can begin backward mapping of the curriculum

  31. Making Sense of Standards – Backward Mapping • Must identify the final level of what a student expected to be able to know and do • Begin with the end in mind • Reverse engineering (ri′vərs ′en·jə′nir·iŋ) (engineering) The analysis of a completed system in order to isolate and identify its individual components or building blocks • Take a look at pp. 62-66 • Identify key findings from this map of Algebraic Ideas • How can this “skills continuum” be used?

  32. For Next Week • Read: Chapter 4 - Aligning Instruction • Submita blog? • Get started on your Curriculum Analysis Project • Steps 1-2

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