leading curriculum mapping: from basics to sustainability ... · pdf fileleading curriculum...

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Leading Curriculum Mapping: From

Basics to Sustainability

Bena Kallick Debbie Sullivan

CMI Leadership Academy 2012

Essential Questions

v Who leads and who follows: how, why and when does it change?

v In what ways do we foster collaborative inquiry?

v How do we use curriculum mapping as a tool for curriculum and leadership planning?

Questions?

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Intended Outcomes: ü How do you establish “realistic” goals? ü How can you unpack your goals to determine the training needed to ensure success? ü  How do you craft a professional development plan that provides focus and supports staff during implementation?

Setting Realistic Goals:

ü  What would you hope to accomplish?

ü  What would you accept as evidence you have been successful at reaching your goal?

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Determining Your Goals….

Broad Goals:

We have started the MTTC process.

Specific Goals: v  Review the organizational

structure of the Standards

v  Unpack the Standards and identify the nonnegotiables across the grades/courses (e.g. Big Ideas, Essential Questions, Content, Skills, Assessments)

v  Translate the nonnegotiables into precise and user friendly terminology

v  Cross-walk with other standards and assessment data to check for gaps, repetitions, and scaffolding of skills (quality check)


Broad Goals:

We have a consistent core curriculum for all subjects and courses.

Possible Goals:

v  Identify an organizational framework for the content area (Strands, topics, BIs, EQs, Content, Skills, Assessments)

v  Develop Consensus Maps that identify the nonnegotiables for each subject/course

v  Conduct a targeted Read Through to check for gaps, repetitions, and scaffolding of skills


Broad Goals:

We want to upgrade assessments.

Specific Goals: v  Familiarize staff with digital

tools and how they can be used to upgrade assessments

v  Experiment with possible upgrades

v  Review maps and identify a couple of assessments to target

v  Upgrade assessments to include digital tools and 21st century skills.

v  Collect student work to assess impact and make revisions

v  Share upgrades with colleagues

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Developing an Implementation Plan and

Timeline v  A Professional Development MAP

v  What are the steps?

v  What is the mapping goal for the year?

v  What skills will the staff need to be successful at completing the goal?

v  What products/evidence will they produce?

v  What resources?

v  How will they get feedback?

v  How will you ensure quality?

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Professional Development Map

Dates

Areas of Focus

Essential Questions

Content

Skills/ Activities

Evidence/ Tasks to be completed

Assignment

Mapping the Sessions Session(s)/

Date(s) Session One Session Two Session Three Session Four

Goal/Area of Focus

Essential Questions

Content

Skills/ Activities

Assignment For next session

Leading with Data: How to Use Protocols

for Administrative and Collegial Reviews

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16 Habits of Mind  Persisting  Managing Impulsivity  Listening with

understanding & empathy  Thinking flexibly  Thinking about thinking  Striving for accuracy  Questioning & posing

problems  Applying past knowledge

to new situations

 Thinking & communicating with clarity and precision

 Gathering data through all senses  Creating, imagining,

innovating  Responding with wonderment

and awe  Taking responsible risks  Finding humor  Thinking interdependently  Remaining open to continuous

learning

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LISTENING WITH UNDERSTANDING AND EMPATHY

Devoting mental energies to understanding

others’ thoughts and feelings.

Understand others!

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• Pause • Paraphrase • Probe •  Inquire •  Clarify

LISTENING SEQUENCE:

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Pausing: v  Using wait-time before responding

v  to or asking a question allows time

v  for more complex thinking, enhances dialogue and improves decision making

Paraphrasing:

v Lets others know that you are

v listening, that you understand

v or are trying to understand

v them and that you care.

Probing:

v Increases the clarity and precision of the group's thinking by refining understandings, terminology and interpretations.

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v Think Clearly!

Striving for accurate communication in written and oral form.

THINKING AND COMMUNICATING WITH CLARITY AND PRECISION

THINKING AND COMMUNICATING WITH CLARITY AND PRECISION

v GENERALIZATIONS

v DELETIONS

v DISTORTIONS

DEEP STRUCTURE LANGUAGE

“SURFACE LANGUAGE”

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Paying attention to self and others:

v Awareness of what you are saying, how it is said and how others are responding; attending to learning styles; being sensitive to your own and others' emotions.

Speaker: Finish this sentence: “AS I CONSIDER THIS PAST SCHOOL YEAR, I AM THINKING…”

Listener: Use the Pause, Paraphrase Probe sequence

WHAT METACOGNITIVE STRATEGIES DID YOU EMPLOY TO MONITOR AND MANAGE YOUR LISTENING SKILLS?

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Speaker: Finish this sentence: “AS I ANTICIPATE THIS NEXT SCHOOL YEAR, I NEED TO CONSIDER…”

Listener: Use the Pause, Paraphrase Probe sequence

WHAT VALUES ARE YOU EXPRESSING WHEN YOU LISTEN TO OTHERS SO INTENTLY?

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Your choice: Learner or Judger?

Change Your Ques.ons, Change Your Life Marilee Adams,PhD

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What’s wrong with me? Whose fault is it? Why are they so stupid? How can I prove that I am right? Haven’t we been there, done that?

What do I want? What works? What are the facts and what can I learn? What are my choices? What ac.on steps make sense?

A mood of pessimism, stress and limita.on A mindset that’s judgmental, reac.ve, inflexible Rela.ng with “aJack or defensive” behaviors

A mood of op.mism, hope, and possibili.es A mindset that’s thoughKul, understanding, flexible Rela.ng that is connected and collabora.ve

Protocols for Meetings

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Online Protocols

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Protocol for Critical Friends

v  Presenter: Present map and raise a question that you would like the other to consider with you. 3 min

v  Other: Ask clarifying questions. Listen to understand. 5 min

v  Engage in discussion about question. 5 min

v  Change roles so each has an opportunity to receive and give feedback.

v  Provide feedback to each other on the process. 5 min

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Ten Minute Mapping Moments

Essential Questions v  How can we use 10 minute time slots to maximize our

work with mapping?

v  In what ways do small chunks of work time help us to sustain our mapping efforts?

Finding the Time

v  Generate a list of possible mapping moments in which you have a limited amount of time that could be devoted to the work.

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Asking the Right Questions

QUESTIONING WITH

INTENTION 1. Are Invitational: Plurals, Tentativeness, Invitational stems 2. Use Positive Presuppositions

3.Reach for Complex Thinking

Invitational Stems: v “As I understand you….”

v “As we anticipate…….”

v “As we envision……”

v “Given what we know about…….”

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EMPOWERING PRESUPPOSITIONS

“WHAT ARE SOME OF THE GOALS THAT WE HAVE IN MIND FOR THIS MEETING?”

POSITIVE PRESUPPOSITION

“AS WE CONSIDER ALTERNATIVES WHAT SEEMS MOST PROMISING?”

REACH FOR COMPLEX THINKING

v  AFTER LOOKING AT THE DATA, WHAT QUESTIONS DID THE DATA RAISE FOR YOU?

HABIT OF MIND: QUESTIONING AND PROBLEM POSING

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DATA ANALYSIS

v  What additional information might be helpful for us to gather in order to understand the information better?

HABIT OF MIND: GATHERING DATA THROUGH ALL THE SENSES

Protocol v  Join a group to review a unit map.

v  Determine which contents, skills, and strategies you agree that all students should be able to do.

v  Do not worry about the sequence in which you teach the contents or skills, just focus on your agreements about what should be addressed.

Quality Units

v  Content: Is the targeted content clear?

v  Have you identified the big ideas for the unit? What are the larger concepts that you want the students to understand?

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Skills v  Have you identified the thinking skills that will be

required to give meaning to the content?

v  Have you identified the literacy skills?

v  Have you identified the pre-requisite skills in order for students to be successful with the work?

21st CENTURY ATTRIBUTES & ABILITIES

CRITICAL THINKIN G Analysis

Precision and accuracy Managing complexity

Inductive and deductive reasoning Information Development

CREATIVE THINKING Inventive and Intuitive Thinking

Innovation Adaptability

Problem-solving Curiosity

COMMUNICATION: Professional and technical and writing

Information Development Rhetoric/Persuasion

Confidence Credibility and charisma

COLLABORATION Small group dynamics

Management of outcomes Networking skills

Interpersonal

RESPONSIBILITY AND LEADERSHIP: Ethics, Initiative, Persistence, Accountability, Endurance and Sustainability

21st CENTURY MODEL: Global Awareness, Financial Responsibility, Civic duty, Global Economic Principals, Information Communication Technology Literacy, Thematic Integration

THINKING VERBS FOUND IN STANDARDS

ANALYZE APPLY CLASSIFY COMPARE CONNECT CONTRAST DESCRIBE DISCUSS ELABORATE

EXPLORE DIAGRAM IDENTIFY INTERPRET JUDGE OBSERVE ORGANIZE PARAPHRASE PREDICT

RESPOND SUPPORT REPRESENT VISUALIZE REASON VERIFY SOLVE SUMMARIZE SIMPLIFY

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The Three Story Intellect There are one-story intellects, two story intellects, and three-story intellects with skylights. All fact collectors, who have no aim beyond their facts, are one-story men.

Two-story men compare, reason, generalize, using the labors of the fact collectors as well as their own.

Three-story men idealize, imagine, predict--their best illumination comes

from above, through the skylight. Oliver Wendell Holmes

The Three Story Intellect

Complete Identify Observe

Input Count List Recite Define Match Select Describe Name Scan


Compare Distinguish Analyze

Process Contrast Explain Synthesize Classify Infer Make

analogies Sort Sequence Reason Complete Identify Observe


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Evaluate Predict Hypothesize

Output Generate Speculate Forecast Imagine If/then Idealize Judge Apply a

principle Compare Distinguish Analyze

Process Contrast Explain Synthesize Classify Infer Make

analogies Sort Sequence Reason Complete Identify Observe


Assessments v  Have you identified the ways that students can show

you what they know?

v  Have you provided a range of assessments rather than just one type?

v  How are you providing for assessments for learning?

Alignment v  Look at the elements for internal alignment

v  What questions do you want to ask of the person who prepared this map?

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Differentiated for Staff

v According to experience

v According to demonstrated competence

v According to what will best help the learners

Differentiating Staff Development

v Adult learners in professional settings have various needs for different types of work.

v We fall prey to RUTS in staff development.

v Randomness does not serve Bill.

v We should expand and consider matching the venues for staff development.

Staff Development Contrasts

The Rut

Random

Initiative du jour

One size fits all

Pulse test for credits

Assessment via attendance

Sweeping

External to building

Integrated

v Diagnosed

v Based on student data

v Results assessed through targeted student gains

v By building and

v Cumulative decision making patterns

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Trust……. We should consider motives for resistance as well

as motivation for growth.

v  Staff development should focus on your specific learners.

v  Staff development should emanate from the site based on examining data:

v  assessment

v maps

v  demographics

v  external events

Staff development should be based on the specific needs of the learners in their building.

Teacher growth linked to student growth

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