The Federal Coordinator as Instructional Leader Candie Watts Professional Development Specialist...
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Redefining Roles: Curriculum Counts The Federal Coordinator as Instructional Leader Candie Watts Professional Development Specialist AAFC Conference Fall 2008
The Federal Coordinator as Instructional Leader Candie Watts Professional Development Specialist AAFC Conference Fall 2008
The Federal Coordinator as Instructional Leader Candie Watts
Professional Development Specialist AAFC Conference Fall 2008
Slide 2
NCLB Accountability Systems Challenging Academic Content
Performance Standards Assessments AYP School Improvement Corrective
Action Restructuring
Slide 3
Table Talk 3 minutes
Slide 4
4 SEQUENCE & CONTINUITYSCOPE BALANCE lesson plans
assessments resources strategies rubrics field experiences
frameworks technology pacing guide objectives vocabulary power
standards What constitutes a curriculum?
Slide 5
Self-Assessment 13 minutes
Slide 6
Standards & Indicators for School ImprovementVariance
Points 1.1b Discussions among schools regarding curriculum
standards 1.1c Discussions among schools to eliminate overlaps,
close gaps 1.1d Vertical communication with focus on key transition
points 1.1f Process to monitor, evaluate, and review
curriculum
Slide 7
The Hallmarks of Curriculum Quality Structure and deliver the
curriculum so that it facilitates the mastery of essential skills
and knowledge of the subjects (Gentile & Lalley, 2003).
Structure the curriculum so that it is closely coordinated
(Erickson, 2007). Develop an effective integrated curriculum
(Erickson, 2007). Structure the curriculum so that it results in
deeper, less superficial coverage (Brophy, 1990; Erickson, 2007;
Marzano, 2007).
Slide 8
The Hallmarks of Curriculum Quality Focus on the mastery of a
limited number of essential curriculum objectives rather than
trying to cover too many (Cotton, 1995; Marzano, 2007). Organize
the curriculum so that it provides for multiyear sequential study,
not stand-alone courses (McDonnell, 1989). Emphasize both the
academic and the practical (Johnson, 1989; Blending the Academic,
2006; Hoachlander, 1999). Structure the curriculum so that it
focuses on problem solving (Glasgow, 1997; Resnick & Klopfer,
1989; Torp & Sage, 2002).
Slide 9
Summary of Curriculum Functions by Levels State Functions
Development of curriculum frameworks Development and implementation
of assessment Provision of resources to local districts Evaluation
of state frameworks
Slide 10
Summary of Curriculum Functions by Levels District Functions
Develop and implement curriculum-related policies Develop a vision
of a quality curriculum Develop educational goals based on state
goals Identify a common program of studies, the curriculum
requirements, and subject time allocations for each level of
schooling For each subject, develop the documents for the core or
mastery curriculum, including scope and sequence charts and
curriculum guides
Slide 11
For each subject, develop the documents for the core or mastery
curriculum, including scope and sequence charts and curriculum
guides Review state frameworks to ensure that district products are
compatible. Review the curriculum standards recommended by
professional groups. Provide in-depth staff development to inform
teachers of standards and trends. Involve informed teachers in
recommending benchmarks for their grade level. A benchmark is a
more specific component of a standard that is usually assigned to a
grade or a grade level. Focus on mastery objectivesthose that
require explicit teaching, careful structuring, and systematic
assessment.
Slide 12
For each subject, develop the documents for the core or mastery
curriculum, including scope and sequence charts and curriculum
guides (cont.) Keep the scope of the mastery curriculum limited so
that classroom teachers can enrich the district mastery curriculum.
Develop curriculum guides based on the scope and sequence chart.
Ensure that all materials are teacher-friendlythat they are focused
on mastery and easy to use.
Slide 13
Summary of Curriculum Functions by Levels District Functions
(cont.) Select instructional materials Develop district
curriculum-based tests and other performance measures to supplement
state tests Provide fiscal and other resources needed at the school
level, including technical assistance. Evaluate the curriculum
Slide 14
Criteria for Evaluating the Curriculum Guides or Courses Format
and Style Relationship with Other Sources Focus Sequence and
Placement Content
Slide 15
Summary of Curriculum Functions by Levels School Functions
Develop the schools vision of a quality curriculum, building on the
districts vision. Supplement the districts educational goals.
Develop the schools own program of studies Develop a
learning-centered schedule Determine nature and extent of
curriculum integration Align the curriculum Monitor and assist in
the implementation of the curriculum
Slide 16
Summary of Curriculum Functions by Levels Classroom Functions
Develop yearly planning calendars Develop units of study Enrich the
curriculum an remediate learning Evaluate the curriculum
Slide 17
CURRICULUM ASSESSMENT PROFESSIONAL DEVELOPMENT INSTRUCTION 11.
A Actions provide evidence that local curriculum, assessments,
instruction and professional development are in line horizontally
and vertically with Arkansas Frameworks and state assessments, and
actions are included to show evidence of continual review and
updating of alignment.
Slide 18
A Coin With Two Sides Calendar-based curriculum mapping is a
procedure for collecting and maintaining a data base of the
operational curriculum in a school and/or district. It provides the
basis for authentic examination of the data base. Maps are housed
and revised electronically for the level of detail necessary for
specific tasks. One side is the documentationthe maps themselves
One side is the review processexamining and revising the map
cumulatively between teachers
Slide 19
Before you begin, consider What is our vision regarding
curriculum? What are our goals? Do we have the time? Can we
organize a leadership team? Are our administrators involved? Do we
have a plan for resistance? What are the current initiatives our
teachers are involved? How does mapping connect to those
initiatives?
Slide 20
Paradigm Shift on Two Fronts Curriculum is no longer an
individual choice or action Curriculum is never finished, rather it
is an on-going dynamic process
Slide 21
Why map? To analyze what is really taught in regards to content
and skills and how they are assessed To identify gaps and
meaningless repetitions across grade levels, departments, and
buildings To inform and connect all school initiatives To provide a
detailed map to guide the new teacher The students, the students,
the students!
Slide 22
Proving a Point
Slide 23
How did you do? KW.6.k.1: Write simple sentences around known
words, repetitive phrases, and sentence beginnings 1W.6.1.1: Use
basic sentence structure for simple sentences 2W.6.2.1: Use a
variety of simple sentences 3W.6.3.1: Use a variety of simple and
compound sentences 4W. 6.4.1: Use a variety of simple, compound,
and complex sentences (i.e., completeness and standard word order,
etc.)
Slide 24
How did you do? 5W.6.5.1: Use a variety of simple and compound
sentences of varied lengths 6W.6.6.1: Use a variety of simple and
compound sentences of varied lengths 7W.6.7.1: Vary sentence
structure by using simple, compound, and complex sentences and
different kinds of sentences (declarative, interrogative,
imperative, exclamatory) 8W.6.8.1: Vary sentence structure by using
simple, compound, and complex sentences and different kinds of
sentences (declarative, interrogative, imperative,
exclamatory)
Slide 25
How did you do? 9W.6.9.1: Use knowledge of types of clauses
(main, subordinate) 10W.6.10.1: Use verbals and verbal phrases to
achieve sentence conciseness and variety 11W.6.11.1: Use a variety
of sentence structures, types, and lengths for effect in writing
12W.6.12.1: Use a variety of sentence structures, types, and
lengths for effect in writing
Slide 26
Alignments Three Directions Internal alignment External
alignment to standards Cumulative alignment K-12
Slide 27
Lisa Carter
Slide 28
Who are we? Depending upon when we were born, we bring unique
characteristics to the workplace and learning environment. Who are
you? Who are you teaching? Who are your colleagues?
Slide 29
VIDEO CLIP
Slide 30
CharacteristicsSeniorsBaby BoomersGeneration XMillennials When
born? 1920-391940-19591960-19801981-2006 Landmark events?
Depression WWII Civil Rights Act passed First manned space flight
Vietnam War Operation Desert Storm OK bombing 911 Columbine
shootings Clinton scandal Iraq War Music? The Great Era of Radio
Big Bands Elvis Punk Disco Grunge Boy Bands TV Culture? Virtually
nonexistentOzzie & HarrietThe Brady BunchAnything goes Cultural
Memorabilia? Juke boxes Fireside Chats TV dinners Poodle skirts Pet
rocks Platform shoes Skateboards Piercing Heroes? Franklin
Roosevelt Winston Churchill Joe DiMaggio Babe Ruth Gandhi MLK, Jr.
John & Jackie Kennedy John Glenn Generally arent influenced by
heroes Their parents Bill Gates NYC firefighters
Slide 31
CharacteristicsSeniorsBaby BoomersGeneration XMillennials Core
Values? Dedication Respect for authority Adherence to rules
Optimism Personal gratification Health & Wellness Diversity
Balance Fun Techno-literacy Practical Civic duty Achievement
Sociability Informality Celebrate diversity Street smarts Most
connected all over the world Work Ethic? Hard worker Loyalty Will
do whatever is asked Delayed reward Team-oriented Overly sensitive
to feedback Self-promoting Driven Impatient Independent
Process-averse Creative, cynical Multi-tasking, balanced Commitment
to work, team and boss (not necessarily the organization) Career
lattice vs. career ladder Determined People-oriented Optimistic
Need for supervision & structure Multi-task (fast) Will work
hard BUT not at the expense of family time Job Expectations?
Defined job duties Input on projects Job security Recognition Team
projects Advancement opportunities Meaningfulness Equal power
Hands-off supervision Expect feedback Specific job duties Treated
respectfully Teamwork Flexibility with structure Dont often stay in
one job Need feedback Networking Can-do attitude
Slide 32
Todays students should Know more about the world (global trade
literate, sensitive to foreign cultures, conversant in different
languages) Be able to think outside the box Think across
disciplines (i.e., technology & art) Become discriminating
consumers of information Possess good people skills Focus on key
concepts in more depth and rigor Balance between core knowledge and
portable skills (critical thinking, making connections between
ideas and know how to keep learning) What are the implications for
mapping?
Slide 33
Slide 34
Mapping Process Organized by calendar Process for collecting
curriculum data is representative of what really occurs in the
classroom of every teacher Written in teacher-friendly language Not
textbook objective language Not standards language
Slide 35
One Map, Two Processes Consensus Map: includes the
non-negotiable content, skills, and assessments that everyone in a
grade level or course agree will be taught, implemented, and
assessed. Journal or Projection Map: teacher customization of
consensus map; includes lessons, strategies, materials, etc.
individual to the teacher
Slide 36
What is a power standard? Power standards are those student
learning expectations which are non-negotiable and essential for
successful and continuous learning. Power standards are: Critical
to student success in future coursework and life (endurance &
readiness); The reasoning or skill that reoccurs throughout a
course, a grade, or across content areas (leverage); Heavily
assessed; AND Formatively assessed in an ongoing way School, Life,
AND the State Test
Slide 37
Slide 38
Clarifying language Unwrapping: finding the concepts and skills
in standards wording (deconstructing, teasing out, analyzing,)
Concepts: important nounswhat students need to know Skills:
verbswhat students need to be able to do Task Analysisbreaking the
ultimate learning goal into essential learning steps Essential
Vocabulary: content vocabulary necessary for understanding (refer
to AR Frameworks & Building Academic Vocabulary)
Slide 39
Clarifying language Essential Questions: learning goals set
forth at the beginning of the lesson; standards-based; cannot be
answered with yes or no or mere recall of facts only Big Ideas:
Aha! of light bulb insights; lasting understandings students make
on their own after instruction Topics or Context: lessons,
activities, and/or research- based strategies used to teach
concepts & skills Materials/Resources: tools for teaching and
assessing
Slide 40
G.8.5.2: Identify and draw congruent, adjacent, obtuse, acute,
right and straight angles (Label parts of an angle: vertex, rays,
interior and exterior)
