curriculum & alignment institute susan mccauley, ph.d

Curriculum & Alignment Institute

Susan McCauley, Ph.D.

* Managing Curriculum Effectively & Efficiently

*Objectives

*Understand the components of an effective curriculum management system

*Identify the components and timelines for each year of a six-year CRC

*Explore options and models for incorporating those components into a Curriculum Review Cycle

*Learn from the experiences of Alaska school districts

*Review Agenda

*Agenda

*Logistics

*Introductions

*Activity

*Context

*Alaska Statute* AAC 05.080. School Curriculum and personnel

*5e) – “at least once every 6 years”

*Definitions

*Curriculum – what students should know and be able to do

*Instructional materials – tools we use to help us teach the curriculum

*Standards – Content Standards or Grade Level Expectations established by the State of Alaska

*Philosophical Framework

* Leaders of Learning by Dufour & Schmoker

* Chapter 5: Developing a Guaranteed and Viable Curriculum

*What Works in Schools by Marzano

* Chapter 3: A Guaranteed & Viable Curriculum

*Results Now! by Schmoker

* Chapter 4: Curricular Chaos

*Making Standards Useful by Marzano & Haystead

* Chapter 1: Standards in Education

*Activity

Directions

*Read assigned article.

*On a sticky note, write one key point or quote that resonated with you.

*Partner with one person in the group who also read your article. Each person shares his key point.

*Exchange key points and then partner with a different person.

*Continue until you have partnered with each person in your group.

*Put all stickies on chart paper. One person report out to whole group.

*Guaranteed & Viable

*Guaranteed

*All students have the opportunity to learn the same content through a written curriculum that all teachers are expected to deliver

*Viable

*“…whether the stated curriculum can be adequately taught in the instructional time available to teachers: (Marzano, R. (2005). School leadership that works. Mid-continent Research for Education and Learning. Aurora, CO.)

* Components of Effective Curriculum Management

*Components in a 6-Year Cycle

*Needs Assessment

*Needs Assessment

*Definition

*Assumptions

*Timeline & Supporting Documents

*Survey Says Activity

*Data Analysis Activity

*Discuss & Report Out

*Complete Needs Assessment section of Eval

*Activity – Survey Says

Directions

*Develop one survey question about either curriculum or instructional materials that could be answered by the members of your group.

*Pass the survey question around a have each member of the group answer it?

*Discuss:

*How effective was your survey question in getting useful data?

*Activity – Data Analysis

Data Analysis Topics*Children of group members

* Pets of group members

* First cars of group members

*Books read by group members

*How group members came to Alaska

Directions: Identify data

Complete table or chart of data

Create graph of data

Record observations

List primary concerns

Create hypotheses

*Scope & Sequence

*Scope & Sequence

*Definition

*Assumptions


*Writing Quality Objectives Activity

*Assessing Objectives Activity


*Complete Needs Assessment Section of Eval

*Activity – Writing QualityObjectives

*Write 3 Quality Objectives for

*Children on Christmas day

*A spouse at your family’s reunion

* A clerk at Walmart

*A teenager at the dinner table

*A newcomer during his first Alaskan winter

*Use one stem and three different levels of Bloom’s. Label each objective with the level of Bloom’s

*Activity – Assessing Objectives

*Assessing Objectives Walk-About

*Green dot = you agree that the objective is clearly written and appropriate

*Red dot = you disagree with the clarity or appropriateness of the objective

*Materials Adoption

*Materials Adoption

*Definition

*Assumptions


*Activity Choosing A Parka

*Activity Out #1 Parka



*Activity – Choosing A Parka

Directions

*Read Choosing A Parka research.

*With your group, create a rubric with 3-5 criteria for a quality parka appropriate for interior Alaska.

*Use your rubric to individually score the parkas.

*Discuss with your group your scores and complete the Final Ranking Sheet as a group.

*Activity – Our #1 Parka

Directions

*Based on how strongly you feel about each parka (back up your decision with all relevant information), “spend” your 10 points on the parka(s) you think is the best for us.

*Curriculum Maps

*Curriculum Maps

*Definition

*Assumptions


*Activity Difficult Conversations

*Activity Difficult Conversations 2



*Activity – Difficult Conversations

Directions

*Complete the lesson plan template for Difficult Conversations.

*Talk with a partner about your lesson.

*Activity – Difficult Conversations 2

Directions

*Using the Curriculum Map for Difficult Conversations, complete the lesson plan template.

*Talk with a partner about your lesson.

*Professional Development

*Professional Development

*Definition

*Assumptions


*Activity Challenges for District-Wide PD



*Activity – PD Challenges

Directions

*Discuss in like groups:

*Logistical challenges

*Competing demands/interests

*Monetary considerations

*Personnel and infrastructure

*Creative solutions

*Monitoring Progress

*Monitoring Progress

*Definition

*Assumptions

*Presentation by Tim Vlasak, Director of Federal Programs, KPBSD

*Presentation by Brian Krosschell, Director of Curriculum, LYSD

*Eval

* Susan McCauley, Ph.D.Curriculum Coach

Alaska Department of Education & Early Development

[email protected]

*Thank you!