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Curr culum Leadersh p

Curr culum Leadersh p. Fall ‘11. ADMN 6140. Class # 3. Housekeeping. New IN* SITE groups – School Law Resources Leadership Resources (Instructional, Curriculum and General) Kannapolis Intermediate School Group Timeline for completing your Curriculum Analysis Project

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Curr culum Leadersh p

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  1. CurrculumLeadersh p Fall ‘11 ADMN 6140 Class #3

  2. Housekeeping • New IN*SITEgroups – • School Law Resources • Leadership Resources (Instructional, Curriculum and General) • Kannapolis Intermediate School Group • Timeline for completing your Curriculum Analysis Project • Nice work, everyone. • Blog tips • Be sure to include keywords on which your blogs can be searched • Consider putting the keyword as the first in the title • Try to always include 2-3 reflection questions

  3. For Next Week • Read Aligning Standards, Curriculum, and Assessment • (NEW) Download David R. Krathwohl - A Revision of Bloom’s Taxonomy:An Overviewfrom Atkins Library • Complete your CA Project Outline. Submit to MD • Start Reading all featured blogs beginning with the word Leadership • Keep those blogscoming? GREAT work!

  4. Review common TIA myths • Describe and apply curriculum alignment models • Discuss how the system-in-place affects student learning outcomes Objectives

  5. Total Instructional Alignment

  6. Total Instructional Alignment What is Total Instruction Alignment?

  7. 1. Align of the System • Lisa also calls this systemic alignment • Brainstorm synonyms with a partner • What insights did you gain? • Apply the synonyms to schools • How are we doing in system alignment? • How does this connect to Deming’s idea of PK? • What is competency buck passing? • When was the last time you had a conversation with a teacher of a feeder school or a school to which you feed about IA? Why? Is this so difficult? • Describe the supply chain needed to build a car? Who talks to whom in the chain? Why? • Critical Questions: • What do we mean by “the system in place?” • What exactly are we aligning? • What can we expect if we do not align the system?

  8. Written Taught Tested Align Standards, Curriculum, and Assessments • What insights can we gain from this Venn diagram?

  9. 2. Align of Standards, Curriculum, and Assessments • Question for curriculum guides • Are the guides aligned with the most recent standards? • Do teachers have a clear understanding of what students are supposed to learn and how it will be assessed? • Do teachers typically build lessons from the guides? • What is the result if they do not use the guides? • What happens if a teacher uses the curriculum guide to design lesson plans but doesn’t clearly understand the learning expectations? • Do teachers at different grade levels ever teach the same concepts?

  10. 3. Align Instructional Practices in the Classroom • What does this mean to you? • The basic tools • Clear learning goals in the form of specific and measurable behavioral goals • Why should teachers write their own objectives? Why not depend on the textbook or the curriculum guide? • Broad Learning goals broken down into curriculum maps • Must reverse-engineer the process • Year – Semester – Quarter – Unit – Week – Day • Develop appropriate assessments • Develop congruent activities • Secure resources (materials, time, space) • Critical Questions • Who aligns curriculum practices? Elmore’s connection?

  11. Unaligned Classroom System • What can we expect from this configuration? Instruction Curriculum Assessment

  12. Instruction Curriculum Assessment Unaligned Classroom System • What can we expect from this configuration?

  13. Aligned Classroom System • What can we expect from this configuration?

  14. Curriculum Alignment – View 2 INTK OAG EC

  15. Total Instructional Alignment Aligning the System

  16. “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

  17. 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?

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

  19. 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?

  20. 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

  21. 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?

  22. Another view of vertical and horizontal teams

  23. HORIZONTAL ALIGNMENT Toyota Style

  24. VERTICAL ALIGNMENT Toyota Style

  25. ALIGN THE CURRICULUM Horizontal Alignment

  26. ALIGN THE CURRICULUM Vertical Alignment

  27. Leaders Do the Right Things- Warren Bennis • 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?

  28. 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?

  29. For Next Week • Read Aligning Standards, Curriculum, and Assessment • (NEW) Download David R. Krathwohl - A Revision of Bloom’s Taxonomy:An Overviewfrom Atkins Library • Complete your CA Project Outline. Submit to MD • Read all featured blogs beginning with the word Leadership • Submita blog?

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