Curr culum Leadersh p

ADMN 6140

CLASS #4

Fall ‘11

Academy for Critical Education

Opening Activity

GROUPS

Baker 1

Chrismon 1

DelliSanti 1

Earnhardt 1

Earnhardt 2

Hollar 2

Lowman 2

Kuss 2

Marsh 2

McCrimmon 3

Morris 3

Myers 3

Raso 3

Reile 3

Thiery 4

Vinson 4

Walters 4

Williams 4

Collaborative Activity

Your consulting group has just been hired by the second year principal at the Academy for Critical Education (ACE). Your task is to advise the SIT on how best to address the curriculum, teaching, and student achievement issues that were discovered in the principal’s first year on the job.

Issue #1

The school has large numbers of students who are not reading on grade-level (total of 25% - 260 students across three grades). Based on the principal’s preliminary assessment, these numbers seem to increase progressively at each grade level. The school is using the system’s prescribed reading program and curriculum guide. Teachers seem to be no less motivated than teachers at other schools. They teach the lessons according to the guide, but the pattern just continues. The school’s academic schedule is the same as other schools in the system.

I can't believe it! Reading and writing actually paid off! Matt Groening (1954 - ), The Simpsons

Discussion Questions

1. What are the primary curriculum leadership issues here?

2. What data will you collect to define the problem?

3. How can you involve the SIT in the process?

4. What are the next steps you will recommend to the SIT?

5. What school cultural barriers must be overcome?

Housekeeping

1. Timeline for completing your Curriculum Analysis Project• Projected CA Start Date: Sep 15 for steps 1-2• CA Project is due to me by Class #13 – Nov 30• Tool for step 2• Tool for step 2

2. Collaboration with Dr. Ausband’s Class

3. We will stop tonight at 7:30• I will stay around to talk with anyone who would

like to talk about the CA Project.

For Next Week

1.Read: Chapter 4 - Aligning Instruction

2.Describe your lesson planning process. (Be honest! Due September 15th)

3.Submit a blog… Please!

4.Time to Get started on your Curriculum Analysis Project• Call or email me if you need help

ObjectivesReview and apply curriculum

alignment modelsDiscuss how the system-in-

place affects student learning outcomes

Assess the impact of failure to align standards, teaching, and assessment

What is Total

Instruction Alignment

?

What are the critical lessons for us in these

models?

EC

OAG

INTK

Total Instructional Alignment

Aligning the System

“History for 500 Alex …”

How has the role of education changed with the growth of the U.S. When the U.S. was agricultural? When the U.S. was industrial? From Post WWII – 1980’s Since the 1990’s?

How long was the year? What were the most important expectations? What did the schools look like?

From the discussion above, create a sentence that describes the current system-in-place

How does the System-in-Place affect learning? What we know about learning

1. Kids come to school with different amounts of knowledge and skills. Therefore, …

2. All students can learn, but not necessarily at the same rate. Therefore, …

3. Learning is for the most part incremental in nature. Therefore, …

What can we expect of the performance of children in the factory model of education?

Aligning Classroom Structures Describe the typical classroom structure

today? Placement? Grading? Pedagogy?

The Race for 300 Alex …

Student C X

August June

Student E X

Student F X

Student A X

Student B X

Student D X

How much time is provided to each

student?

How does the system deal with students D

and C?

What can we learn from this picture about the students? System?

Placement by Age?Group I

Argue the Affirmative:

Placement by age is a legitimate means of organizing students for learning

Group II

Argue the Negative:

Placement by age is an inappropriate means of organizing students for learning.

Vertical and Horizontal Teams Horizontal Teams

What to they look like? What is their purpose? What do they talk about when they meet? What is the impact on student achievement?

Vertical Teams (p. 43) What to they look like? What is their purpose? What do they talk about when they meet? What is the impact on student achievement?

ANOTHER VIEW OF VERTICAL AND HORIZONTAL TEAMS

ToyotaKentucky

Toyota Texas

Toyota Indiana

HORIZONTAL ALIGNMENT

Toyota Style

Toyota Sequoi

a

VERTICAL ALIGNMENTToyota Style

Horizontal Alignment

1st Grade Science

Classroom 1

1st Grade Science

Classroom 2

1st Grade Science

Classroom 3

ALIGN THE CURRICULUM

Grade 10 Science

Grade 7 Science

Grade 1 Science

Grade 3 Science

Grade 2 Science

Grade 1Science

Upper School

Middle School

Lower School

Vertical Alignm

ent

ALIGN THE CURRICULUM

Managing Learning Data

Providing Administrative Support Principals provide vision Principals provide direction Principals provide inertia Principals provide time

What if the district does not actively support IA

Role of School Leaders in TIA

I don’t predict. I just look out the window and see

what’s visible but not yet seen.- Peter Drucker

Managers do thing RIGHT.

Leaders Do the Right THINGS.- Warren Bennis

Managing Learning Data How frequently do you need learning

data? What kind of data do you need? How will you get it? What will you do with it?

Supporting Professional Development Describe PD in your school right now? How do you determine what PD is

needed? What is Best-of-Class PD? How much is allocated for PD in your

district/school? How are funds allocated? Who decides on PD? How is PD evaluated?

Role of School Leaders in TIA

Leaders Do the Right Things- Warren Bennis

Providing Administrative Support Principals provide vision Principals provide direction Principals provide inertia Principals provide time

What if the district does not actively support IA?

Total Instructional Alignment

Aligning Standards, Curriculum, and Assessment

Impacts of Formal Assessments

• EOG _______________

• EOC _______________

• IQ Tests _______________

• Classroom Assessments _______________

• Other _______________

Making Sense of Standards• State Standards often vague and overbroad– Example: Use metacognitive strategies to

comprehend text (e.g., reread, read ahead, ask for help, adjust reading speed, question, paraphrase, retell).• What grade level is this standard? 3rd

– Result?

• Standards not aligned from one grade to next– How are standards determined?– Result of misalignment?

Making Sense of Standards – Congruence Matrix

Standard Benchmark for Grade

CRT=EOG/EOCObjectives

NRT = ACT/SATObjectives

The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.

2.05 Draw conclusions, make generalizations, and gather support by referencing the text.

Making Sense of Standards – Using a Congruence Matrix

• Use the objectives from the matrix to organize the objectives into units of study

• Natural strands based on grouping of knowledge, concepts, skills will begin to emerge

• Once all the strands are identified, teachers can begin backward mapping of the curriculum

Making Sense of Standards – Backward Mapping

• Must identify the final level of what a student expected to be able to know and do– Begin with the end in mind– Reverse engineering (ri′vərs ′en·jə′nir·iŋ)

(engineering) The analysis of a completed system in order to isolate and identify its individual components or building blocks

– Take a look at pp. 62-66• Identify key findings from this map of Algebraic Ideas• How can this “skills continuum” be used?

Step I

Step II

Step III

For Next Week

1.Read: Chapter 4 - Aligning Instruction

2.Submit a blog?

3.Get started on your Curriculum Analysis Project• Steps 1-2