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Presentation By Janet Hale Curriculum Mapping Consultant www.CurriculumMapping101.com

Presentation By Janet Hale Curriculum Mapping Consultant

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Page 1: Presentation By Janet Hale Curriculum Mapping Consultant

Presentation By Janet Hale Curriculum Mapping Consultant

www.CurriculumMapping101.com

Page 2: Presentation By Janet Hale Curriculum Mapping Consultant

Mapping the Big Picture 1997, ASCD

Getting Results with Curriculum Mapping 2004, ASCD

All that is shared in this slideshow is based on the work of Dr. Heidi Hayes Jacobs…

Active Literacy Across the Curriculum 2006, Eye On Education

and …

Page 3: Presentation By Janet Hale Curriculum Mapping Consultant

Keys to Curriculum Mapping: Strategies and Tools to Make It Work Susan Udelhofen 2005, Corwin Press

Page 4: Presentation By Janet Hale Curriculum Mapping Consultant

A Guide To Curriculum Mapping: Planning, Implementing, and Sustaining the Process

Janet Hale

December, 2007 Corwin Press

Page 5: Presentation By Janet Hale Curriculum Mapping Consultant

Curriculum (Latin Root)

= A Path Run In Small

Steps

Jacobs (2006) states:

Consider the following reality. Johnny

has a flotilla of teachers…the total number of teachers that Johnny has over his thirteen years from K-12 ranges from between forty and sixty-five. Curriculum mapping does not guarantee that all of these teachers will become intimately acquainted with Johnny’s needs or his

experience. What it can do is provide a real data base allowing any of his teachers to find what he has experienced and is experiencing currently, and it can communicate with more precision with any of the

flotilla of teachers through technology. (pp. 114-115)

Reference:Jacobs, H.H. (2006) Active literacy across the curriculum. Larchmont, NY: Eye On Education.

Page 6: Presentation By Janet Hale Curriculum Mapping Consultant

“Why Map?”

Three Common Reasons Why Learning Organizations Choose To Map…

• Marie Strangeway, CM Consultant

Page 7: Presentation By Janet Hale Curriculum Mapping Consultant

Issue Motivated Initiative- Turns to mapping to address a specific problem or series of problems. 

Low test scores in ____ (e.g., Reading, Writing, Math, AYP Subgroups, Etc.). All are looking for quick results in a specific area or areas. Be aware: CM is not designed to be a “quick fix” and then discarded.

3 Base Reasons To Map

Page 8: Presentation By Janet Hale Curriculum Mapping Consultant

3 Base Reasons To Map Grass Roots Initiative - Turns to mapping

because some administrators, faculty, and/or parents have learned about mapping and believe that it will help students improve and succeed. They know or feel there are gaps, redundancies, and absences in the curriculum and want to create horizontal and vertical communication. Be aware: CM is designed to provide ongoing evidence via curriculum maps and other data that empowers teachers to discover inconsistencies and then create consistencies in curriculum: PreK-12+.

Page 9: Presentation By Janet Hale Curriculum Mapping Consultant

Good to Great – A school or district is successful by current standards, however is looking to stay competitive or to continually improve Adequate Yearly Progress (AYP) scores. They are looking to mapping to become the tool and catalyst for ongoing curricular dialogue and to lead to ongoing professional development. Be aware: CM is designed to fully align curriculum and improve learning: PreK-12+.

3 Base Reasons To Map

Page 10: Presentation By Janet Hale Curriculum Mapping Consultant

Regardless of what is or was the purpose(s) for your

initiative…

Issues Grass Roots Good to Great

NO MAPS (Diary Maps, Projected Maps,

Consensus Maps, Essential Maps)

are NEVER used for TEACHER EVALUATION or PUNITIVE PURPOSES!

Page 11: Presentation By Janet Hale Curriculum Mapping Consultant

All Types of Curriculum Maps are… Designed BY Teachers

FOR Teachers to aid in generating ongoing

collaborations focused on student learning.

Collaboration = To work together, especially in a joint intellectual

effort

Page 12: Presentation By Janet Hale Curriculum Mapping Consultant

Is there Scientifically Based Research? Yes!The Indiana Center For Evaluation…Indiana Center For Evaluation…

Analyzed one-third of Ohio’s schools that showed substantial improvement to find the key effective strategies educators considered to be responsible for causing the marked improvements.

Curriculum mapping was one of the six most effective practices having a positive effect on student performance; which correlated closely with the characteristics of effective schools.

Source: A Case Study of Key Effective Practices in Ohio’s Improved School Districts, 2002

The complete Ohio Study is available at www.CurriculumMapping101.com > Materials > Curriculum Mapping Research.

Page 13: Presentation By Janet Hale Curriculum Mapping Consultant

Curriculum = A Path Taken In

Small Steps

Curriculum Mapping = Systemic Change

It is about “doing business”

differently.

Please realize up front that your teachers

will be learners for quite some time, and as with all learners

knowledge must be presented in small

steps to be sustained…

Page 14: Presentation By Janet Hale Curriculum Mapping Consultant

“Stop asking me if we are almost there, we’re Nomads for

crying out loud!”

Small steps are okay since curriculum mapping is never “done”…

Page 15: Presentation By Janet Hale Curriculum Mapping Consultant

It will take more time than you think it will to learn “all about

mapping” and get the mapping process started and established in your school or

district.

If you are implementing CM only in one school, you will want to create a

CM Council. If an entire district is involved, you will want to create a CM Cabinet. All members of either

configuration begin with a half-year to a full year of CM learning known as the

prologue…

Page 16: Presentation By Janet Hale Curriculum Mapping Consultant

Since a districtwide curriculum mapping initiative is an major task,

and well worth it, it cannot be achieved with just a few persons at the helm!

Plan now to train an incredible crew of teachers and administrators to

steer the CM ship and keep it on course!

Page 17: Presentation By Janet Hale Curriculum Mapping Consultant

Curriculum Mapping Intra-Organizations CM Coordinator• Serves as the liaison between district administrators; collective

CM intra-organizations; and CM Consultant, if applicable.• Coordinates the CM initiative’s implementation and ongoing

professional development topics.• Takes on the responsibility of becoming one of the district’s CM

“resident experts.”• Collaboratively develops, revises, and publishes CM District

Strategic Plan with input from collective CM intra-organizations/administrators.

• Responsible for carrying out the district’s CM multi-phase implementation and ongoing accountability and progress processes.

Page 18: Presentation By Janet Hale Curriculum Mapping Consultant

Curriculum Mapping Intra-Organizations CM Cadre• A team of approximately five to seven people who have

a high interest in curriculum design, and an understanding of administrative insight into the district’s curriculum issues and demands. These team becomes the district’s “resident experts” in all aspects of CM implementation and application.

• Serve as the district’s lead CM trainers and facilitators.• Attend all CM Cabinet meetings, and when appropriate,

CM Council meetings.

Page 19: Presentation By Janet Hale Curriculum Mapping Consultant

Curriculum Mapping Intra-Organizations

CM Cabinet• A district-based representative group (member size

per school site will vary depending on site’s teacher population) consisting of CM Coordinator, CM Cadre, administrators, technology support, and teachers representing the diversity of all grades and curricular areas in the district. The CM Cabinet members become confident in all aspects of CM implementation, components, and processes during the prologue.

Page 20: Presentation By Janet Hale Curriculum Mapping Consultant

Curriculum Mapping Intra-Organizations CM Cabinet• After the mapping initiative has gone through its

beginning stages of implementation (Year One with all teachers), the members continue to support the establishment of this model as it takes an average of three years before mapping becomes a natural, normal way of conducting professional business

• Each CM Cabinet member dually serves as a CM Council member at his or her respective school site.

Page 21: Presentation By Janet Hale Curriculum Mapping Consultant

Elem entary SchoolCouncil

E lem entary SchoolCouncil

Elem entary School Council

M iddle SchoolCouncil

High SchoolCouncil

District Curriculum Cabinet

Curriculum Mapping Cabinet

Mapping the Big Picture, Dr. Heidi Hayes Jacobs. ASCD, 1997.

Equal teacher representation for all schools, all grades, all disciplines,

including specialists

and special education, plus administration and technology representation

from each school.

Page 22: Presentation By Janet Hale Curriculum Mapping Consultant

Curriculum Mapping Intra-Organizations

CM Council • Each school-site in the district creates and maintains its

own CM Council with support from the other CM intra-organizations and CM Coordinator.

• A CM Council consists of teachers, technology support, and/or administrators that represent all grade levels and content areas within the school site (usually a ratio of one CM Council member to every five to six teachers/staff members) and becomes confident in all aspects of CM implementation, components, and processes.

• Each CM Council member assists a small-group of five to six, mixed-group staff members in their initial and/or ongoing learning of CM and related components and processes

Page 23: Presentation By Janet Hale Curriculum Mapping Consultant

Curriculum Mapping Council (a CM Council per

school site)Equal teacher representation

for all grades, all disciplines,

including specialists

and special education, plus administration and technology representation.

Page 24: Presentation By Janet Hale Curriculum Mapping Consultant

• Provide job descriptions of member’s roles, expectations, and if offered, compensations, before commitment

• Consider having teachers serve for 1, 2, or 3 years (rotation-style: some new join, while some established depart)

• Generate agendas, pre-readings, or expectations for all officially attending (meeting are always open to anyone who wants to attend)

CM Cabinet and Councils: A Few

Considerations…

Page 25: Presentation By Janet Hale Curriculum Mapping Consultant

• Members help plan future CM professional staff development based on needs teachers express through CM review cycles either at personal school site (Council) or entire district (Cabinet)

• When new teachers are hired annually, or during the school year, CM Cabinet and Council members aid in training the new staff members in the mapping process and recording maps in the mapping system.

CM Cabinet and Councils: A Few

Considerations…

Page 26: Presentation By Janet Hale Curriculum Mapping Consultant

Plan to …

• Read and discuss CM books and materials

• Watch and discuss CM videos

• Participate in on-line CM courses and/or CM video conferencing

• Attend CM trainings or conferences

• Correspond or meet with a CM consultant or consultants

• Visiting CM schools or districts

You will also need to purchase your CM technology system and practice

writing Projected/Diary Maps to learn how to write and record all

map elements.

Page 27: Presentation By Janet Hale Curriculum Mapping Consultant

The role of school-site administrators is critical in a successful and

sustainable curriculum mapping initiative.

• Each building principal needs to learn all about mapping just as if he or she is going to be mapping classroom learning. (Many administrators choose to map their professional environments to better understand the teachers’ learning curve.)

• All administrators need to learn about the selected mapping system and become familiar with all its components including its search and report features.

• Consider what can be “let go of” so the focus can be centrally on mapping during the first year or two of implementation.

Page 28: Presentation By Janet Hale Curriculum Mapping Consultant

The Role of Administrators and CM Cabinet/Councils

include motivating and encouraging…

• Include CM in action plans/school policies• Work toward clear short and long-range goals

for solving curricular problems• Make connections between mapping and other

initiatives• Use, use, use the recorded map data

to conduct teacher collaborations and to make curricula decisions based on a variety of data comparisons

Page 29: Presentation By Janet Hale Curriculum Mapping Consultant

When curriculum mapping is taken to all teachers in a learning organization it can not be executed in

quite the same manner as other initiatives have been done in the past. Marzano, Waters, and

McNulty (2005) state that “incremental [first-order] change fine tunes the system through a series of small steps that do not depart radically from the

past. Deep [second-order] change alters the system in fundamental ways, offering a dramatic

shift in direction and requiring new ways of thinking and acting” (p.66). Curriculum mapping cannot be executed or

established in a few meetings or in-services. Its implementation most often alters how a school

or district functions in the most fundamental ways.

Page 30: Presentation By Janet Hale Curriculum Mapping Consultant

Peter Senge’s influential book Schools That Learn (2000) contends that if schools are to be successful in an increasingly competitive world—and if educators are to help students overcome systemic inequities—then schools must become organizations staffed by individuals who know how to learn and grow. Vol. 63(6) (p. 39)

Page 31: Presentation By Janet Hale Curriculum Mapping Consultant
Page 32: Presentation By Janet Hale Curriculum Mapping Consultant

Level I EventsAn initiative begins through a series of presentations that may include professional development,

faculty meetings, etc. The learning organization’s members may or may not mentally connect

the separate meetings at this time.

Level II Patterns/TrendsAfter a series of meetings has taken place

wherein members have been provided opportunities to explore their tacit mental models

through reflection and inquiry, they begin to connect the individual experiences and they begin to merge into patterns or trends.

Bena Kallick’s Mental Model Shifts for Change through

Systems Thinking

Page 33: Presentation By Janet Hale Curriculum Mapping Consultant

Kallick, B. (2006). Keynote presentation. Santa Fe, New Mexico, Twelfth National Curriculum Institute.

Level III Systemic StructureAfter a period of time wherein members

participate in formal and informal experiencesregarding the patterns or trends,

they begin to reconfigure the repetitions intoa new mental structure that brings synergy to the series of events and patterns or trends.

Level IV Mental ModelsThis new mental structure naturally becomes an

explicit mental model wherein members consciously act on it and it moves to being a deep belief

and a part of the learning organization’s system and culture.

Page 34: Presentation By Janet Hale Curriculum Mapping Consultant

Dr. Douglas Reeves, Standards and Assessment Conference 2005 www.makingstandardswork.com

Myth #1: People are happy doing what they are doing now.

Truth #1: People are miserable when they are not feeling successful in their professional lives, or they fail to sense personal mastery.

Myth #2: People resist change because of irrational fear.

Myth #2: People resist change because they have been burned before or changes that are poorly planned, badly executed, and resulted in more work with fewer results.

Page 35: Presentation By Janet Hale Curriculum Mapping Consultant

Dr. Douglas Reeves, Standards and Assessment Conference 2005 www.makingstandardswork.com

Myth #3: You can’t make significant changes until you have buy-in from everyone.

Truth #3: Resistance to change is an organizational reality. The volume (noise) exceeds the volume (quantity) of the resistance.

Myth #4: You must have perfect research to support a proposed change.

Myth #2: Perfect research does not exist: “Try it, test it, improve it” is far superior to waiting for the illusion of perfection. You need sufficient research and common sense.

Page 36: Presentation By Janet Hale Curriculum Mapping Consultant

Dr. Douglas Reeves, Standards and Assessment Conference 2005 www.makingstandardswork.com

Myth #5: The risk of change is so great that you must wait until you have things perfectly organized before implementing a change

Truth #5: There is no risk-free alternative. The risks of change must be compared to the very significant risks of continuing current practices. The Reality of Change

Change is never convenient, never universally popular, never without opposition, never risk-free, and never

gets easier over time.

Page 37: Presentation By Janet Hale Curriculum Mapping Consultant

Navigating Comprehensive School Change: A Guide for the Perplexed Thomas G. Chenworth and Robert B. Everhart

www.eyeoneducation.com

Focus on Transitions for the Old to the New

…William Bridges has argued that often in the process of moving

from something with which we’re comfortable to something which is unknown, people experience a

sense of loss. (9) This sense of loss is much like that which we

experience in the death of a friend or relative…

(9) Bridges. W. (1991) Managing Transitions: Making the Most of the Change.

Reading, MA: Addison-Wesley

Page 38: Presentation By Janet Hale Curriculum Mapping Consultant

Total Number of Old, Continuing, Pending, and New InitiativesT

ime,

Res

ou

rces

, an

d F

ocu

s

A

vail

able

fo

r th

e N

ew

init

iati

ve ENTHUSIASM OVER

LOA

D

= BURNOUT

Dr. Douglas Reeves, Standards and Assessment Conference 2005 www.makingstandardswork.com

Page 39: Presentation By Janet Hale Curriculum Mapping Consultant

Pre-plan how teachers will be supported by the School Board

and District/School Site Administrators:

• Preferably Weekly Early Release or Late Start Days

• Inservice DaysBuildingDistrictDepartment/

Grade Level• After-School Workshops• Small Group Mentoring• Summer Workshops

Page 40: Presentation By Janet Hale Curriculum Mapping Consultant

Mapping is a 21st century practice…• Computer-phobic teachers, who struggle to

employ technology will be a concern given the mapping is done using technology and most often using a commercial, on-line mapping system may need additional support to help them with their technology struggles

• Lack of computer access (enough computers) and adequate bandwidth so that the entire district can be on-line simultaneously without a slow down.

A Red Flag!

Page 41: Presentation By Janet Hale Curriculum Mapping Consultant

Differentiated CM & Technology Staff

Development•According to experience

and comfort with CM processes and elements and technology (general and mapping-system specific)

•According to demonstrated or voiced competencies

Page 42: Presentation By Janet Hale Curriculum Mapping Consultant

#3

Low Technology

High CM. Language

#4

High Technology

High CM. Language

#1

Low Technology

Low CM. Language

#2

High Technology

Low CM. Language

TECHNOLOGY

CM

. LA

NG

UA

GE

LOW HIGH

HIG

HLO

W

Each quadrant will have different

needs in ongoing training…

Differentiating Staff

Development:

Data Entry For Mappersfrom Getting Results with

Curriculum Mapping

ASCD, 2004, H.H.Jacobs.

Page 43: Presentation By Janet Hale Curriculum Mapping Consultant

You may want to consider a Range

of P.D. After-Initial-Training

Venues•Hands-On Labs•Small-group

Work Sessions•One-to-One

Mentors•Peer Coaching

Page 44: Presentation By Janet Hale Curriculum Mapping Consultant

#1

Low Technology

Low CM. Language

#1

Low Technology

Low CM. Language

TECHNOLOGY

CM

. LA

NG

UA

GE

LOW HIGH

HIG

HL

OW

One-on-one support may be necessary for some teachers until they are comfortable with the processes.

Page 45: Presentation By Janet Hale Curriculum Mapping Consultant

Remember, the entire mapping process proves worthwhile when teachers use

their maps to make curricula and other decisions for the school and/or the district.

Also, be aware that you will need to think about how to training new-to-a-school or

district teachers in what is curriculum mapping and how to map using the

mapping system and its features.

Page 46: Presentation By Janet Hale Curriculum Mapping Consultant

• Establish district and individual school site strategic plans and monitor process and needed adjustments.

•Target priority items/problems needing improvement as part of the action plans.

• Prepare for the emotional factors that come with second-order change.

Great … Curriculum Mapping! Here they go… Adding one more thing to

our already overloaded plate!

Page 47: Presentation By Janet Hale Curriculum Mapping Consultant

Here is the major paradigm shift.

Curriculum Mapping IS THE PLATE!The reason that it does not feel this

way at the onset of the initiative is everyone is on a major learning curve.

Administration plays a critical role in supporting teachers during this time of change. Most teachers do want to

change, but need adequate amounts of time (preferably every week) to map, collaborate, and address the

problems mapping is aiding to answer regarding curriculum design, revision, and refinement of student learning and

instruction.

Page 48: Presentation By Janet Hale Curriculum Mapping Consultant

Plan now to read, learn, and grow over the next few years about “all things” mapping!

It is a simple concept, yet complex process, that one

can not grasp in a single sitting. • Remember to read Curriculum Mapping

and related books and reference materials

• Watch Curriculum Mapping videos• Take a Curriculum Mapping on-line

course• Attend local and regional Curriculum

Mapping seminars or conferences• Plan to attend the national Curriculum

Mapping Institute held every July

Information concerning upcoming seminars, materials, resources. consulting and training is available at www.CurriculumMapping101.com