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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?

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Building a Culture of Collaborative

Inquiry

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ON Wallwisher:  Go to the Habits of Mind article and find

the one that you have been assigned  Read about that habit and discuss its

meaning to you—where do you see this habit being important to use?

 Go to http://wallwisher.com/wall/leadershipcmi for persisting

 Go to http://wallwisher.com/habits-2 if you have the second habit…

SHARING THE VISION

Developing Your Leadership Structure

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Role of the Principal

v  Establish a culture that supports the mapping process

v  Have a working knowledge of the mapping process

v  Establish a leadership team and define roles and responsibilities

v  Help connect and integrate all school improvement initiatives into the process

Role of the Principal v  Work with leadership team to develop an implementation plan

v  Establish Timeline

v  Expectations for all staff

v  Clearly Defined Goals

v  Model the process

v  Map your stuff!

v  Use as a communication tool

v  Find the time for teams to work and collaborate

v  Remove hurdles to ensure successful implementation

School Leadership Team v  Principal Leadership – Imperative

v  Target teacher leaders

v Nay-Sayers

v Establish how to begin – needed professional development

v  Teacher led – administrator supported

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District Leadership Team �  Representatives from every school

�  Roles and responsibilities of district team

�  Common expectations for all schools

�  Communication

�  Map your stuff!

�  Central district decision-making team

◦  Consensus maps

◦  District grading practices

◦  Revise district grading scale

Examples

Leadership Possibilities Based on what you have heard –reflect on

your current Leadership teams and consider some different ideas.

Develop Your Leadership Structure

Possible leaders and/or committees

Potential Roles and responsibilities

Training needed to be successful

Principal Co-facilitator with teacher leaders

Building Leadership Team Gather info Create culture of mapping Communicate well

District Leadership Team

Common expectations for all Create plan each year Decision-making team

Curriculum Committee Sub-group of district leadership team

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Develop Your Leadership Structure

Possible leaders and/or committees

Potential Roles and responsibilities

Training needed to be successful

Principal Co-facilitator with teacher leaders

Facilitation training, curriculum mapping

Curriculum Review Committee

Develop Consensus Map based on best practice, select materials

Training in developing consensus maps

District Leadership Team Planning Retreat CM Process

Clarifying Your Roles Possible  leaders  and/or  commi0ees  

Poten2al  Roles  and  responsibili2es  

Training  needed  to  be  successful  

Principal   • Co-­‐facilitate  training  with  teacher  leaders  • Collabora2vely  develop  a  vision  and  implementa2on  plan  • Coordinate  training  and  remove  obstacles  for  successful  implementa2on  • Coach  teachers  

ü Overview  of  Mapping  ü Training  in  developing  a  map  ü Training  in  developing  an  implementa2on  plan  ü Facilita2on  training  

Teacher  Leaders   • Deepen  your  understanding  of  mapping/prac2ce  the  strategies  • Develop  maps  and  prac2ce  strategies  • Work  with  principal  to  develop  implementa2on  plan  • Coach  colleagues  in  the  process  • Work  with  team  to  provide  training  for  colleagues    

ü ?  

Develop Your Leadership Structure

Possible leaders and/or committees

Potential Roles and responsibilities

Training needed to be successful

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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 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:

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.

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Probing:

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

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 PRODUCT, 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 WORKING WITH THIS CUSTOMER, I’M CONCERNED ABOUT…”

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