Presentation on theme: "Curriculum & Alignment Institute Susan McCauley, Ph.D."— Presentation transcript:
Curriculum & Alignment Institute Susan McCauley, Ph.D.
* 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
* Alaska Statute * AAC 05.080. School Curriculum and personnel * 5e) – “at least once every 6 years”
* 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
* 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
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 * 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.)
* Definition * Assumptions * Timeline & Supporting Documents * Survey Says Activity * Data Analysis Activity * Discuss & Report Out * Complete Needs Assessment section of Eval
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?
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
* 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
* 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
* Definition * Assumptions * Timeline & Supporting Documents * Activity Choosing A Parka * Activity Out #1 Parka * Discuss & Report Out * Complete Needs Assessment Section of Eval
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.
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.