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Sept 20. Questions from last week?. Think-pair-share. How do you define curriculum, and what do you believe to be the function of a building level or district level administrator in reviewing and monitoring curriculum policies and practices ? - PowerPoint PPT Presentation
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Sept 20
Questions from last week?
Think-pair-share How do you define curriculum, and
what do you believe to be the function of a building level or district level administrator in reviewing and monitoring curriculum policies and practices? Plan to implement mission, principal executes, having oversight
to review it Is a floor plan to run courses; An outline/blueprint – core of what is to be accomplished;
principal needs to be directly involved because of evaluation Principals at every level should be aware of and educated on
other levels’ curriclulum.
Curriculum Defined…
An organized program of learning, segregated by subject area, composed of four main categories: content, instruction, assessment, and context. Content = information and skills students should learn
and eventually know by studying the material. Instruction = accompaniment of strategies, lesson
design, “uncovering” of knowledge Assessment – formative and summative measures
student performance and application of instruction. Context = broad term for the educational
environment in which the course material will be taught
Example - to understand the curriculum for an elementary school science class, it is important to note that the level of rigor should be suitable for elementary school students.
What is meant by what schools offer in terms of the
“hidden curriculum?”
What is meant by “hidden curriculum?”
Any teachable moment as part of a student’s learning experiences that may not be a part of a particular content area
Relationships Ethical behavior
Teaching integrity, mediation, etc. Climate of a school Culture of a school
Components of curriculum Policies (federal, state, local board policy)
Rules, guidelines, recommendations that asset in governing what it to be learned
Goals General, long-terms outcomes of whatever inputs are
used to generate a student product at each level Fields of Study – those established learning
experiences offered over a yearly period to accomplish the goals
Programs of study – set of learning experiences in content areas for particular sets of learners
Components… Course of Study – courses within a field of study
that must be achieved to accomplish an outcome
Units of Study (UBD) – specific, measurable units that approach all the necessary material and learning outcomes that may prepare students for any number of assessments
Lessons - proper design, planning, instructional strategies (including differentiation), modifications for IEPs, time limits, concept mapping that maximizes retention at the conclusion of each day
SAS Tab – Case Study – Everyone needs to take a tab…
Assessment - MaxCurriculum Framework - AshleyInstruction- BeckyMaterials & Resources
Politics of Curriculum Many external (society at large) and internal
(local school district) constituents have an influence on what we teach
Can you name some external? Feds, state, local gocvernment, colles and
wuniveristiues, job force, charter and cyber schools, vo-tech, other school’s test scores, other scchool’s course offerings,
Internal? Band and chorus/clubs/sports (shared staff) and how schedule affects it; internships; RTI;
External
Federal government Supreme Court decisions Federal laws and mandates
Title VI and VII (Civil Rights), IX (Equal Opportunity) PL 94-142 – beginning of “IEPs” ESEA ESL NCLB Laws enacted by Congress
Presidential platforms that influence the country Sputnik (space race with Russia) Cold War Reagan era – Nation at Risk Goals 2000 (Clinton)
State government State Supreme Court decisions
Gaskin Decision Various school finance decisions
Mandates and laws 22 PA Code Collective bargaining
State Board of Education School year Graduation requirements (Grad Project), etc.
Governor’s platform – budget!
Other External CCSSO – Council of Chief State School
Officers National Governor’s Association NEA, PSEA, AFT NCTE, NCTM, NCSS, etc. State and federal lobbyists and
Think Tanks Microsoft and Apple Big business (using lobbyists to influence
presidential and gubernatorial platforms)
External Local chambers of commerce representing
local business and industry Local community norms, expectations,
culture, ministerium PDE – red tape
Internal
Internal Local school district board policy (PSBA) Individual school procedures and practices Teachers and support staff unions Curriculum and instruction practices Scope and sequence Budgeting Superintendent platform and leadership School culture and climate Community demographics/diversity
BREAK
How and why do you believe backward design underpins
school reform?
UBD – as a reform model It’s all about…
Design and planning – not just lesson planning Beginning with the END in MIND
Desired results, outcomes, goals for student achievement must be identified
WHAT IS THE END in your district/school?
UBD – as a reform model If it’s largely about PSSA results, the
PSSA, by definition, is the FLOOR, not the CEILING.
So, if you believe this, what do you believe to be the CEILING?
UBD – as a reform model Teaching ‘to the test’ vs. ‘teaching the
test’ – what’s the difference? UBD has its roots in teaching the
whole child, from basic skills and competencies through upper levels of Bloom
UBD requires powerful, careful, and articulated planning based on a day-by-day calendar-based mapping system
UBD …
…can serve as a reform model for districts that are ready for it and ready to use its concepts, tools, language, and designs
…can serve to increase student achievement
…can ONLY be used well when a district understands its vision and mission, what it values, and how to design learning experiences for all students in its care
Vision (Collins)
Utilizes two major componentsGuiding philosophy – fundamental
assumptions, principles, values; stems from the organization’s core beliefs and values
A tangible image – what the organization is represented by – the seen and unseen of what others perceive to be what you are
Vision
The right vision is one that is a realistic, credible, and attractive future for that organization.
It represents the picture of the ideal best for all people to engage in and succeed in their own holistic development
Vision – Forward thinking…
It attracts commitment and energizes people
It creates meaning in peoples’ lives It establishes a standard of
excellence It bridges the present and the future
Mission
A clear and compelling goal that serves to unify an organization's effort.
An effective mission must stretch and challenge the organization, yet be achievable.
Other necessary components
Core beliefs and values – important to the guiding principles of your organization Are stated and operational
Compelling purpose – why your organizational exists and why YOU are a part of it Constantly must teach relevance for kids at
every level while demanding and encouraging kids that they CAN DO anything in which effort is a part
Other necessary components
Utilization of best practices and resources Focus on current research and trends Focus on PDE’s initiatives
Sound, accurate, appropriate leadership Servant Leadership is key
For next time…
Ask your building level principals what they believe to be your school’s / district’s Vision Mission Values How an aligned curriculum should tie into
each Read CL and SBD chapters