edld 5445 curriculum management

EDLD 5335 Curriculum Management Holly Dornak

2009 Lamar University of

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Week 1 Assignment

Overview

In this course, you will develop the knowledge and skills of an instructional leader who also effectively manages curriculum and instruction. The course assignments will guide you as you increase your leadership abilities in the areas of curriculum management, application of state law and local policy as they relate to curriculum and instruction, and campus improvement planning.

In this week’s assignment, you will summarize required curriculum components and high school graduation requirements, describe the components of the TEA learning system and make suggestions for improvement, and collect data to begin decision-making on a learner-centered staff development session. This week, you should:

identify and summarize the components of a state-required curriculum.

analyze the components of the TEA learning system and make suggestions for improvements.

analyze state-generated data and a Campus Improvement Plan for the purpose of decision-making.



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Rubric

Use the following rubric to guide your work.

Accomplished Proficient Unacceptable

Part 1: Summary of Curriculum Requirements

Clearly summarizes the requirements of the Texas-mandated curriculum with seven paragraphs – one for each component.

(3 points)

Summarizes the requirements of the Texas-mandated curriculum. Not all seven components addressed. (2 points)

Does not summarize the requirements of the Texas-mandated curriculum. (0 points)

Part 2: TEA Learning System Components

Effectively summarizes the state and local provisions of the TEA learning system. (3 points)

Summarizes the state and local provisions of the TEA learning system. (2 points)

Does not summarize the state and local provisions of the TEA learning system. (0 points)

Part 3: Gathering Data for Decision Making

Makes an in-depth analysis of AEIS data and a CIP to select a content area and objective for a learner-centered staff development session. (3 points)

Analyzes AEIS data and a CIP to select a content area/ objective for a learner-centered staff development. (2 points)

Does not analyze AEIS data and a CIP to select a learner-centered staff development topic. (0 points)

Mechanics

Few to no errors in grammar, spelling or punctuation. (1 point)

Responses lack clarity and depth and/or multiple errors in grammar, spelling or punctuation. (0 points)



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Week 1 Assignment: Curriculum and the TEA Learning System

Part 1: Summary of Curriculum Requirements

Knowledge of the state’s required curriculum provides an emerging leader with a foundation for decision making. In this part of the assignment, you will examine what Texas law says about curriculum.

Directions:

From your Web address box, access the TEA Web site

http://www.tea.state.tx.us/rules/tac/chapter074/index.html.

Read and study the following sections of the Texas Administrative Code, Title 19, Part II:

74.1 Essential Knowledge and Skills

74.2 Description of a Required Elementary Curriculum

74.3 Description of a Required Secondary Curriculum

74.4 English Language Proficiency Standards

74.62 Minimum High School Program

74.63 Recommended High School Program

74.64 Distinguished Achievement High School Program—Advanced High School Program

(Note: Requirements changed as of the 2007-2008 school year, and §74.63 and §74.64 reflect the new 4 x 4 requirements.)

Compose a two-page summary of the seven components. Include at least one paragraph on each section. Type your paper in the expandable box below.

Summary of Curriculum Requirements

Accredited school districts offering kindergarten through Grade 12 must offer both

foundational (language arts, math, social studies, and science) and enriched (foreign languages,

health, physical education, fine arts, etc.) curriculum. At a minimum, school districts must

provide instruction which addresses the TEKS as specified by the Texas Education Agency in

both foundational and enriched curricula.

School districts offering kindergarten through Grade 5 must at a minimum, follow the

TEKS and provide enough instructional time for students to learn language arts, reading, math,

science, social studies, fine arts, health, physical education, technology applications, and to the

extent possible, foreign languages. The school district may provide mixed age programs

designed to provide developmentally appropriate instruction to all learners.

School districts offering Grades 6-8 must at a minimum, follow the TEKS and provide

enough instructional time for students to learn language arts, reading, math, science, social

studies, fine arts, health, physical education, technology applications, and to the extent possible,

foreign languages. The school district may provide mixed age programs designed to provide

developmentally appropriate instruction to all learners. Additionally, each student must also

complete on TEKS based fine arts course in grades 6, 7 or 8.

http://www.tea.state.tx.us/rules/tac/chapter074/index.html



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School districts offering Grades 9-12 must at a minimum, follow the TEKS and provide

enough instructional time for students to learn language arts, reading, math, science, social

studies, fine arts, health, physical education, technology applications, and to the extent possible,

foreign languages. The school district may provide mixed age programs designed to provide

developmentally appropriate instruction to all learners. Additionally, students must also provide

evidence that students have had the opportunity to take advanced coursed in language arts,

mathematics, science, social studies, economics, physical education, health, fine arts, career and

technical education, foreign languages, technology applications and speech as described in Texas

Administrative Code, Title 19, Part II: 74.3b2. Additional courses may be offered from the

complete list of courses approved by SBE. The school district must provide each student the

opportunity to select and participate in advanced courses and must provide notification to all

students if a course will be provided on a limited basis (such as every other year.) Course

scheduling Grades 6-12 must be provided in a manner which allows all grade promotion and

high school graduation requirements to be met in a timely manner. Districts must also ensure that

one or more courses offered in the required curriculum for recommended and advanced

programs include a research writing component.

English language proficiency standards (ELPS) must be published along with TEKS for

each subject in the required curriculum with the goal that English language learners (ELLs) will

become proficient in both social and academic language in English. To this end, school districts

must identify each ELL’s proficiency levels, provide linguistically accommodated instruction

that is content-based and cross curricular, and intensive instruction for ELLs found to be at the

beginning or intermediate levels of English language proficiency when in Grades 3 or above.

A minimum of 22 credits is required to complete the Minimum High School Program.

Graduates must demonstrate proficiency in language arts (4 credits,) mathematics (3 credits,)

Science (2 credits,) social studies (2.5 credits,) economics (0.5 credits,) Academic electives (1

credit,) physical education (1 credit,) speech (0.5 credits,) fine arts (1 credit – applicable to

students entering Grade 9 during the 2010-2011 school year,) elective courses (6.5 or 7.5 credits

– depending on whether or not the student is required to complete 1 fine art credit.)

In order to earn the recommended High School Program diploma students must earn at

least 26 credits by completing the Minimum High School Program, plus earning the following

additional credits: mathematics (1 credit,) science (2 credits,) social studies (1 credit,) languages

other than English (2 credits.) While 1 fine arts credit is required for all graduates of this

program, only 5.5 credits are required for elective courses. Students are encouraged to study

each of the four foundational curriculum areas every year.

The Distinguished Achievement High School Program, otherwise referred to as the

Advanced High School program also requires 26 credits. Students must complete the Minimum

High School program as well as earn the following additional credits: mathematics (1 credit,)

science (2 credits,) social studies (1 credit,) languages other than English (3 credits.) While 1

fine arts credit is required for all graduates of this program, only 4.5 credits are required for

elective courses. Students are encouraged to study each of the four foundational curriculum

areas every year. In addition to earning the above credits, graduates of the Distinguished

Achievement Program must successfully complete 4 performance indicators as listed in section

74.64(d.)



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Part 2: TEA Learning System Components

In this section of the assignment, you will describe the minimum state provisions of the six components of the TEA learning system, desirable local provisions for each component, and your preliminary ideas for improvement.

Directions:

Review the components of the TEA learning system in the Week 1 lecture and the information you gathered in Part 1 of the assignment. As you review, think about desirable local provisions for each component. Consider strengths and weaknesses in local provisions.

Access the Texas Education Code at http://tlo2.tlc.state.tx.us/statutes/ed.toc.htm and/or the Texas Administrative Code, Title 19, (TAC): Part II Texas Education Agency at http://www.tea.state.tx.us/rules/tac/index.html. Peruse these sites for more information about the TEA learning system components.

Collaborate online with two colleagues to complete the table on the TEA learning system by describing the minimum state provisions, desirable local provisions for each of the six components, and your preliminary suggestions for improvement. Your suggestions may change after completing the course.

TEA Learning System Components

Collaborator #1:Holly Collaborator #2: Jennifer

Component Minimum State

Provision Desirable Local

Provision

Preliminary Suggestion for Improvement

Learning Goals

What do we want students to know and do?

The Texas Education Association’s (TEA’s) Division of Curriculum oversees the writing and editing of the Texas Essential knowledge and Skills (TEKS.) All students should be provided the opportunity to demonstrate academic growth. It is the state’s ultimate goal that all students proficient in grade/developmentally appropriate TEKS for each foundational area.

In order to become proficient in each of the state mandated TEKS, our district has developed a local set of TEKS based curricula objectives that we call LINKS. Within the LINKS we have identified “Power Standards” that encompass a range of objectives. Ultimately we want students to achieve mastery of these Power Standards. In order to achieve this mastery, they must also master the underlying objectives.

Learning goals should be organized and prioritized in a project/learner centered manner so that teachers know which objectives are absolutely essential for students to master prior to passing to the next grade level. Teachers should easily be able to access outstanding lesson exemplars, student work samples, sample lesson plans and lesson resources in an online, collaborative environment.

Curriculum Documents

What resources will we use to meet our goals for

The state provides TEKS, funding for textbooks/teachers guides and associated materials that have been

In our school district teachers, parents, student representatives and board members work together to write and edit the LINKS

Teachers who consistently utilize technology to facilitate greater student motivation should be recognized and

http://tlo2.tlc.state.tx.us/statutes/ed.toc.htm

http://www.tea.state.tx.us/rules/tac/index.html



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students? evaluated and adopted by the State Board of education. In addition, the state sets guidelines and standards for the foundational and enriched courses to be offered to students, as well as providing standards for the linguistic instruction of English Language Learners.

(the written curriculum from which all instruction in our district is to be based.) Every year stakeholders revisit our LINKS to ensure they adequately cover the TEKS so as to ensure student success. A broad timeline is created for these LINKS so that teachers know which objective is to be covered during the current grading period, and approximately how much time is deemed appropriate to spend on each objective.

commended by the district. An online list of resources available for check out within the district and on campus should be available for teacher access. Online grade book and assessment system should be utilized to desegregate data and influence instruction.

Instructional Program

What strategies will we use to teach students what we want them to know and

do?

While the state sets standards requiring K-12 districts to provide instruction in both foundational and enrichment areas, they do not take it upon themselves to mandate a set of instructional strategies. They do however monitor the certification of teachers. Teachers must pass exams to achieve state certification in a host of areas. This requirement is the state’s mechanism through which they help to ensure that only highly certified and qualified instructors are educating our learners.

Like all school districts throughout the state, our district has a variety of stake holders evaluate which textbooks adhere most closely with our local curriculum (LINKS) before we adopt new texts. Though the LINKS include a recommended timeline, the district recognizes that students, classes, and teachers are all individuals. Therefore as long as all objectives for a particular quarter have been covered, and students are successful on district proficiency and benchmark tests, instructors are free to plan lessons that suit student needs. When it is observed that students do not meet district standards on proficiency or benchmark tests, then teachers are more closely scrutinized and a growth plan may even be implemented for the teacher, so that they receive the support they need to ensure student

Districts should examine summative testing data and determine district-wide weaknesses in student performance. Foundational staff development should be required of all staff members in the area of greatest weakness. PLC’s on each campus should examine and address the weakness.

Instructional strategies implemented at successful schools should be examined in order to determine if they can be replicated at other, less successful schools.

District-wide after school tutorial programs should be funded for At-Risk students and struggling students.



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success.

Staff Development Program

How can we acquire and improve the skills we need

to teach all learners?

PDAS (the Professional Development and Appraisal System) is the means by which the state appraises teachers and identifies areas of strength and challenge. The state recognizes that in order for staff development to be useful it must be centered on the needs of the district, campus, and classroom.

Our district administrators use PDAS to evaluate teacher performance and facilitate professional growth amongst teachers. At the elementary level, teachers receive “walk-through” observations once a month (at a minimum) from each administrator on campus. Additionally, per district standards, all teachers receive one 45 minute formal observation at least once every 3 years. All campuses in our district have implemented the PLC staff development model, and make use of the facilitators on campus and throughout our district to provide staff development that is intrinsically motivated (chosen by teachers themselves) or district driven. In addition to this, teachers are required to attend a minimum of 8 hours of professional development on topics of their own choosing.

PLC’s should continue to be used as a primary means of staff development and should meet regularly to determine classroom/campus weaknesses, develop intervention plans, and evaluate results. Online staff development surveys should be completed after each professional development session. The feedback from the surveys should be used to shape future staff development sessions. Administrators, facilitators and other members of the staff development team should make a concentrated effort to model classroom technology integration in their staff development sessions.

Measurement System

How will we evaluate what we do?

State administered tests such as TAKS, TAKS-M, TAKS-A, TELPAS, and TAKS Spanish, (and soon STAAR) measure student growth.

Student growth is measured not only with state’s summative assessments, but with formative “common assessments” developed at the campus level. Benchmark and proficiency testing is also used to measure growth, as are objective checklists, teacher observations and student portfolios. Our district’s online grade book system (D2SC) assists teachers in desegregating data so that they can readily identify

We should continue to disaggregate data from common assessments, teacher-created assessments, benchmark and proficiency tests in order to clarify which students require further instruction of specific objectives. Student self evaluation and reflection should increasingly be used as a legitimate means of evaluation.



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which students need help, and which objectives they need help with.

Administrative Procedures

What policies support or hinder the goals we are

trying to help our students attain?

The Texas Administrative Code (TAC) is the policy by which the State Board of Education (SBOE) governs local school districts.

Our local district’s board of education meet monthly to approve, edit, or consider new policies such as the instructional calendar, bond issues, district expenditures, our local curriculum and performance goals. Additionally, principals may provide a shared vision of learning with their staff so as to guide instruction and learning. When this is done in a collaborative fashion, with input from all stakeholders, a positive educational experience usually occurs.

As in any district there is a fair amount of “that’s not my job” and “I don’t want to step on someone’s toes.” It is very frustrating to see students and teachers not getting the technical support, or professional development they crave because of bureaucratic red tape. As much as we can, administrators should strive to be transparent and cut through red tape so that teachers and students get the answers, resources, and support they need to be successful.

How can understanding the components of the TEA learning system assist you in your work as an instructional leader?

Only by understanding the Texas Education Agency’s learning system can instructional leaders assist other stakeholders within their own district in writing a comprehensive scope and sequence that is vertically, horizontally and systematically aligned. A global understanding of the TEKS also allows educators to make thoughtful and informed choices for the benefit of their campus. Without a thorough knowledge of the TEA’s learning system, instructional leaders may be making misguided decisions about staff development opportunities, instructional materials, and staffing resources which are likely to have a detrimental effect on student test scores and ultimately adversely affect student learning success.

Why is important that an instructional leader improve the components of the TEA learning system?

Like any dynamic learning system, the components of the TEA learning system must constantly evolve to meet learner needs. Without instructional leaders who are well versed in the components of the learning system, deeply familiar with campus learning needs, and committed to letting fellow instructional leaders know which changes in the learning system would best serve students, the TEA learning system would be a static entity which never improves. All the



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current flaws in the system would be exacerbated as learners grow even farther from the strictures and expectations of the current system.



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Part 3: Gathering Data for Decision Making

A critical skill for an instructional leader is the ability to make data-based decisions. You will practice this skill as you begin work on a learner-centered staff development session. You will select a school—ideally one in which you work, review its AEIS data and Campus Improvement Plan (CIP), and select a content area/objective for improvement. You are not required to present the staff development during this course, but you must have a principal approve your agenda and arrange a time with the principal for presentation of the session.

Directions:

Access the 2006-07 AEIS Campus Reports at: http://www.tea.state.tx.us/perfreport/aeis/2007/campus.srch.html.

Complete the form to select a school and access a campus report.

Review the Academic Excellence Indicator System (AEIS) data, answer questions about the data, and identify four content areas that need improvement.

Review the selected school’s Campus Improvement Plan (CIP). Answer questions about the data, and locate two objectives for each of the four content areas identified in the AEIS data.

Based on the data, choose one content-area and an objective within that content area as the focus of a learner-centered staff development session.

http://www.tea.state.tx.us/perfreport/aeis/2007/campus.srch.html



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Data-Based Reflection and Decision Making

Is there anything in the AEIS or CIP data that you do not understand? If so, what would you like clarified?

AEIS and CIP data appear clear.

What about the data surprises you? What about the data concerns you?

I am surprised and deeply concerned when I look at the gap between the performance of fourth grade, African American students and all other subpopulations on the Reading and Writing TAKS test.

How does the information fit with your feelings about how the students at this school are doing?

It’s disturbing because I know these students. Their socio-economic status is no different than students in other subpopulations (all or most are economically disadvantaged.) Clearly something needs to be done in order to close the enormous gap in testing performance. Though parental support and prior experiences may be different amongst subpopulations, it seems clear that the Reading and Writing instruction being given these students is not sufficient to level the playing field.

Does it seem to differ from what you have personally experienced? Did the students do as well as you and the school expected?

The testing performance of 4th graders in the area of Reading and Writing is lower than expected over all, especially within the African American subpopulation.

On the basis of the data you examined, in which areas of the curriculum are students performing well?

All subpopulations of 3rd graders are passing at a rate of above 90% in Reading and Math. 5th graders are passing at rate of above 90% in Science. I am very proud of our teachers and students for all of their hard work!

On the basis of the data you examined, in which area(s) of the curriculum are students performing poorly? Why do you think students are performing poorly in those areas?

The testing performance of 4th graders in the area of Reading and Writing is lower than expected over all, especially within the African American subpopulation. Though parental support and prior experiences may be different amongst subpopulations, it seems clear that the



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Reading and Writing instruction being given these students is not sufficient to level the playing field.



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Complete the following table to clarify content areas and objectives that need improvement.

Campus: Jane Long District: Lamar CISD Principal: Ms. Jill Nehls

AEIS-Identified Content Area

Grade: AEIS Data Evidence

CIP-Identified Objectives

Content Area #1

Reading 4

79% passing (7% under

district passing rate)

#1 110.15.4.06 Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.

#2 110.15.4.14 Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts.

Content Area #2

Mathematics 4


district passing rate)

#1 110.15.4.11 Measurement. The student applies measurement concepts. The student is expected to estimate and measure to solve problems involving length (including perimeter) and area. The student uses measurement tools to measure capacity/volume and weight/mass.

#2 110.15.4.14 Underlying processes and mathematical tools. The student applies Grade 4 mathematics to solve problems connected to everyday experiences and activities in and outside of school.

Content Area #3

Writing

4


district passing rate, 15%

under district commended performance

rate)

#1 110.15.4.16 Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas.

#2 110.15.4.19 Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and use supporting details.

Content Area #4

Reading

3

90% passing

#1 110.14.3.05 Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence



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from the text to support their understanding.

#2 110.14.3.08 Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.

Select a content area/objective for your learner-centered staff development. To do this, answer the following question:

Based on the data, which content-area should be the principal’s highest priority? Explain why you think so.

Based on the data, I believe that it is imperative to focus on building solid instructional skills in Reading. Reading is a fundamental skill which deeply impacts student performance throughout their entire lifetime. The fact that fourth graders are only passing at a 79% rate overall is a wakeup call. 90% or more of our students should be passing reading, no matter the grade level or subpopulation. The content area/objective for learner-centered staff development: Writing - 110.15.4.16 Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas.

How can a leader use the AEIS to initiate the development of an instructional focus for a campus?

It is critical that instructional leaders make time for their staff to examine AEIS data in order to identify areas of strength and challenge amongst student performance. Only by examining the data and creating a shared vision of ideal student performance, can a campus collaborate to create an action plan that all stakeholders invest in. With investment come motivation, change and growth.


2009 Lamar University 1 of 5

Week 2 Assignment

Learner-Centered Staff Development

Overview

Texas administrators are expected to create, model, and encourage a school culture that is learner-centered and based on high expectations, collaboration, continuous improvement, ethics, and integrity. This expectation applies not only to students but to adults. In this week’s Application Assignment, you will demonstrate your knowledge of learner-centered principles—formulated and tested by Dr. Barbara McCombs and adopted in 1997 by the American Psychological Association—as you develop an agenda for a data-based, learner-centered staff development session. This week, you should:

Apply the principles of learner-centered instruction and data-based decision-making in the organization of a staff development session.

Rubric


Tasks


Develop a preliminary agenda for a learner-centered staff development based on a content area identified by AEIS data and a related objective identified in the CIP.

Demonstrates a clear understanding of learner-centered principles by developing a preliminary agenda for a staff development.

Shows strong evidence that the staff development is based on data collected from the AEIS and CIP.

Effectively meets all 8 criteria specified for the staff development. (5 points)

Develops a preliminary agenda for a staff development that demonstrates some understanding of learner-centered principles.

Shows evidence that the staff development is based on data collected from the AEIS and CIP.

Addresses all criteria specified for the staff development and effectively meets 7 of them. (4 points)

Does not develop a preliminary agenda for a staff development. Does not demonstrate understanding of learner-centered principles.

Does not show evidence that the staff development is based on data collected from the AEIS and CIP.

Addresses 1-6 criteria, or makes minimal effort, in addressing criteria specified for the staff development. (0 points)



Answer a series of questions related to staff development, learner-centered principles, and the TEA learning system.

Answers 5 questions about staff development, learner-centered principles, and the TEA learning system.

(4 points)

Answers 2 to 4 questions about staff development, learner-centered principles, and the TEA learning system. (3 points)

Answers less than 2 questions about staff development, learner-centered principles, and the TEA learning system. (2 points)

Mechanics

Few to no errors in grammar, spelling or punctuation.

(1 point)

Responses lack clarity and depth and/or multiple errors in grammar, spelling or punctuation.

(0 points)

Week 2 Assignment: Learner-Centered Staff Development

Directions

Refresh your knowledge of learner-centered principles by reviewing Lecture 1; the Week 1 reading, ―Applying Learner-Centered Principles in Teacher Education‖; and the resource documents ―Learner-Centered Psychological Principles‖ and ―Helpful Web sites.‖

Create a preliminary agenda for a learner-centered staff development session for colleagues at your school. The agenda is preliminary because you will make additions and revisions to it in Weeks 3 and 4.

The staff development presenter must:

demonstrate an understanding of learner-centered principles and the TEA learning system.

create a positive environment (seating arrangement, snacks, etc.) for participants.

focus on the objective selected in the Analysis Assignment.

lead activities that require active participation from all involved.

facilitate consensus-building on the best approach for teaching the objective.

conform to a time limit of 30 - 45 minutes.

conduct an evaluation of the session.

have the principal approve the agenda. Arrange a time with a principal for presentation of the session. You are not required to present the staff development during the course.



Staff Development Agenda

Use the following table as a planning tool to complete the preliminary organization of the learner-centered staff development session. Refer to the Resource documents ―Learner-Centered Principles‖ and ―Learner-Centered Practices‖ to help you generate ideas for activities.

Session Purpose: To familiarize teachers with a variety of venues through which to publish student writing, and thus motivate reluctant writers to

Learning Objective to Be Addressed: Writing – 110.15.4.16 Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas

Approving Principal: Kathy Mathison Presentation Date: February 21, 2011

Grade Level:

4

Facilitator:

Holly Dornak

Location:

LCISD Staff Development

Center

Start Time:

8:00 am

End-Time:

8:45 a.m.

Learner-Centered Activity

Purpose Description Steps Estimated

Time

True or False

Model Technology Integration

Review the writing process

Underscore the importance of publication

Teachers will brainstorm something outrageous (either truthful, or not) about themselves, and text their response using ActivExpression LRS.

1. Facilitator asks teachers to write 1 outrageous sentence about themselves that is either true or false.

2. Teachers brainstorm individually

3. Teachers write sentence on index card.

4. Facilitator informs teachers that their responses will be posted for all to see.

5. Teachers revise their sentence and submit revised sentence via ActivExpression

6. Facilitator uses Word Seed to paste responses to flipchart

7. Group discussion and organization of

15 minutes



responses using Thinking Map

Debrief Examine and articulate learner beliefs about the impact of publication on student writing

Teachers struggle with the question, ―Does publication of student writing have a measureable positive impact on student writing?‖

1. Group discussion of what impact the knowledge that their writing would be published had on their revised grammar, word choice, punctuation, sentence structure, voice.

2. Teachers with opposing viewpoints pair up and explain their opinions to one another.

5 minutes

Research Examine whether or not deeply held beliefs are research based.

Research & Report insights

1. Pairs of teachers skim research and share their findings with their partner.

2. Significant insights are shared with the group.

3. One common statement of truth about student published work is collaboratively written.

5 minutes

Collaborate Incite change in instructional practice

Teachers share ways to publish student writing.

1. Teachers use ActivExpressions to share the ways they have successfully published student work.

2. Facilitator uses Word Seed to paste teacher ideas to ActivInspire flipchart & facilitates discussion

10 minutes

Plan Plan a change in instructional practice with measureable results

Teachers choose 1 new way to publish student writing.

1. Each teacher writes down the answers to the following questions:

In what new way will you publish student work?

What resources do you need to be successful?

5 min planning + ongoing development outside of this PLC.



How will you tell if student writing has improved?

2. Facilitator reminds teachers that teachers will be invited to report ―how it went‖ (whether or not student writing improved with the use of a new method of publication) at the next PLC meeting.

Evaluation Improve future staff development sessions

Survey of effectiveness

1 day following the session, a survey will be emailed to all participants allowing them to voice their opinions anonymously regarding the usefulness of the training.

5 min.



Staff Development Agenda Reflection

Explain in a paragraph how your proposed staff development agenda reflects learner-centered principles. You do not have to address all learner-centered principles. Type your responses in the expandable boxes. Explain in one paragraph how the components of the TEA learning system are reflected in your proposed staff development agenda. You do not have to address all components.

The learning goal of the above staff development is to not only produce students who are proficient at writing, but to excite students about writing so that they are self-motivated to do their best work at all times. To that end, this staff development focuses teacher attention on the importance of publication. It is my hope that through the simple introductory exercise, teachers will recognize the importance of publication, and the motivational impact it has on students. Teachers will collaborate in order to determine the changes necessary in their instructional program, the resources needed to affect this instructional change, and the means by which the results can be measured.

Describe in one paragraph how you will create a positive environment for the staff development session.

The very nature of the initial exercise (writing an outrageous lie or truth about oneself) creates an open atmosphere in which learners take risks, and enjoy one another. Additionally, the fact that all viewpoints will be examined, and that insight/learning is to come from the learners rather than an outside source, creates an atmosphere of collaboration and safety.

How will you ensure activity participation by all who attend the staff development session? Specify activities.

All learners will use learner response systems (ActivExpressions) to text their thoughts in so that they can be shared with the group. Additionally, pairing teachers up as in the ―Debrief‖ and ―Research‖ components of this staff development ensures participation in small group discussion and collaboration in research. Requiring teachers to write their own brief ―Plan of Action‖ and agreeing on a time to meet for follow up discussion, ensures that these self-regulated learners take ownership of their learning and make changes in their instructional practices.

How will you facilitate and help participants build consensus on the best course of action to address the objective?

During the ―Debrief,‖ ―Research‖ and ―Collaborate‖ components of the staff development, teachers will voice and explain their differing opinions in pairs, work together to examine research and collaborate as a whole group to form a research based statement about the



effects of publication on student writing. By working in pairs, small group, and whole group, teachers will have the opportunity to become comfortable sharing their ideas with the group. The examination of alternative viewpoints helps build consensus by providing a framework of understanding that may not have otherwise been present.

How will participants evaluate the staff development session?

A survey will be emailed to all participants following the session. Participants will submit the answers to the survey anonymously and their observations will influence future staff development sessions.



Week 3 Assignment

Policies, Audits, and Practices

Overview

A Curriculum Management Audit is a structured approach to organizational analysis, policy direction, curriculum quality and equity, and systemic use of feedback to determine a school or school district’s effectiveness in promoting student achievement. An important part of such an audit is the evaluation of the teacher’s editions of textbooks and curriculum guides.

In your previous assignments, you suggested improvements to the local provisions of the TEA learning system and collected data to begin making decisions for a learner-centered staff development session. In the Week 2 assignment, you created a preliminary agenda for the learner-centered staff development. This week, you will locate and evaluate local Board of Education policies related to curriculum and instruction, describe the five Curriculum Management Audit standards, and conduct an audit activity that you will incorporate into the learner-centered staff development session that you are planning.

This week, you should:

describe and critique the policy of a school board in regard to curriculum and instruction and its management.

apply the principles of curriculum management auditing in evaluating the policies and practices of a school district.



Rubric


Tasks


Part 1: Evaluating Board of Education Policy

Effectively demonstrates the ability to navigate a school district Web site by locating board policy related to curriculum and instruction, and composes in-depth responses to 3 questions about the policies. (3 points)

Demonstrates the ability to navigate a school district Web site by locating board policy related to curriculum and instruction and answers 3 questions about the policies. (2 points)

Does not demonstrate the ability to navigate a school district Web site and does not respond to, or makes only minimal response, to questions about policies. (0 points)

Part 2: Curriculum Management Audit

Comprehensively completes a table describing 5 Curriculum Management Audit standards, makes suggestions for school improvement on each standard, and composes in-depth answers to 3 questions about the audit. (3 points)

Completes a table describing 5 Curriculum Management Audit standards, makes suggestions for school improvement on each standard, and answers 3 questions about the audit. (2 points)

Does not complete a table describing 5 Curriculum Management Audit standards, make suggestions for school improvement on each standard, or answer questions about the audit. (0 points)

Part 3: Auditing a TE or Curriculum Guide

Effectively uses 5 criteria to evaluate a TE or curriculum guide for the content area/objective selected for the learner-centered staff development, and composes in-depth answers to 2 questions about the evaluation. (3 points)

Uses 5 criteria to evaluate a TE or curriculum guide for the content area/objective selected for the learner-centered staff development and answers 2 questions about the evaluation. (2 points)

Does not evaluate a TE or curriculum guide or answer questions about the evaluation. (0 points)

Mechanics

Few or no errors in grammar, spelling, or punctuation. (1 point)

Responses lack clarity and depth and/or multiple errors in grammar, spelling or punctuation. (0 points)



Week 3 Assignment: Application Assignment Policies, Audits, and Practices

Part 1: Evaluating Board of Education Policy

This week’s assignment has three parts. In Part 1, you will locate and report on your school district’s policies related to curriculum and instruction. Because each school district sets up its Web site in its own way, this will require you to explore the site to find the relevant information.

Directions:

Go to your school district’s Web site. Locate and access the policies of the local Board of Trustees. Look specifically at policies related to curriculum and instruction.

Read and study the policies.

Answer the following questions about your district’s policies.

Does school district policy contain provisions for curriculum and instruction? Explain.

In terms of the instructional courses/subjects offered, Lamar Consolidated ISD district policy is to meet or exceed state requirements. Though the district recognizes the need for differentiation, “instruction is to be derived from a set of curriculum learnings common to all students.” Therefore, the district has mandated that curriculum guides be developed and followed for all areas of academic instruction. These curriculum guides are to be used by teachers as they develop daily lesson plans. Board policy indicates that administrators are required to work with teachers in order to ensure consistency between written curriculum and the curriculum objectives actually taught. Minimum standards require that the curriculum guide for each subject include graduate profile/course purpose, academic standards, research-based instructional practices, assessments, and instructional resources.

Based on what you have learned about state law and the TEA learning system, is your district’s policy comprehensive enough? Does it make specific requirements about curriculum and instruction, or is it vague and general? Cite specific policy to strengthen your argument.

I believe that the curriculum policy set forth by my school district is comprehensive. It requires curriculum guides to be developed and updated that include learning goals and objectives which, at a minimum, include all those required in the Texas Essential Knowledge and Skills (TEKS.) According to LDU-39-99 section EG, page 2, paragraph 2, these curriculum guides are specifically required to include research based instructional practices, and instructional resources. District policy also indicates that a systematic process be in place to assess student mastery over written and taught curriculum. Per district policy, the purpose of this assessment is not only to measure student progress, but to guide further instruction, improve curriculum alignment, and determine staff development needs. Furthermore, LDU-39-99 requires staff development be provided on research based instructional models to provide instructional support in objectives determined by local or state evaluation to be areas of weakness. Though there is no explicit provision that required an audit of administrative procedures, district policy states that administrators are required to work with teachers in order to ensure consistency between written curriculum and the curriculum objectives actually taught.



Refer back to your suggested improvements for local provisions in the TEA learning system from your Analysis Assignment. Did any of your suggestions relate to board policy? Review the Week 1 article, “Develop Statewide Curriculum Guides and Increase Local Accountability of Curriculum Management.”

Online curriculum guides should be provided for all areas of instruction. Within each curriculum guide, “power standard” learning goals should be organized and prioritized in a project/learner centered manner so that teachers know which objectives are absolutely essential for students to master prior to passing to the next grade level. Teachers should easily be able to access outstanding lesson exemplars, student work samples, sample lesson plans and lesson resources in an online, collaborative environment. Districts should examine summative testing data and determine district-wide weaknesses in student performance. Foundational staff development trainings should be required of all staff members in the area of greatest weakness. PLC’s on each campus should examine and address the weaknesses. Instructional strategies implemented at successful schools should be examined in order to determine if they can be replicated at other, less instructionally successful schools. District-wide after school tutorial programs should be funded for At-Risk students and struggling students.

If given the opportunity, how would you change board policy to strengthen curriculum and instruction in your school district?

In concert with our online curriculum guide, I would require that lesson plans be submitted online in a research-based format provided by the district. This would enable teachers to more-easily collaborate both with educators at their own campus, and throughout the district. It would create a repository of successful lessons and resources, and ultimately result in more successful learners. The online curriculum guide and online lesson planning system should work in concert with one another. Thus, simplifying and streamlining the process through which teachers have to examine the guide and determine on a granular level what they will do to help students master each objective.

References

Lamar CISD. (1999, September, 27 ). Curriculum development. Retrieved February 1, 2011, from

http://www.tasb.org/policy/pol/private/079901/pol.cfm?DisplayPage=EG%28LOCAL%29.pdf&Que

ryText=CURRICULUM.

.

http://www.tasb.org/policy/pol/private/079901/pol.cfm?DisplayPage=EG%28LOCAL%29.pdf&QueryText=CURRICULUM

http://www.tasb.org/policy/pol/private/079901/pol.cfm?DisplayPage=EG%28LOCAL%29.pdf&QueryText=CURRICULUM



Part 2: Curriculum Management Audit

In Part 2 of the assignment, you will describe the five standards of the Curriculum Management Audit.

Directions:

Review the Week 3 lecture and readings about Curriculum Management Audits.

Demonstrate your knowledge of the Curriculum Management Audit process by completing the following table.

Standard Standard

Title How a School District or School

Demonstrates the Standard My Suggestion for

Improvement

One Control

Systematically creating policies which directly drive the allocation of resources, programs and personnel so as to positively impact the academic success of all students.

District adopted curriculum guide

Alignment of written, taught and tested curriculum

Require documentation of campus-wide implementation of district approved curriculum guide.

Two Direction

Adopting a set of clearly written, prioritized “power standards” that are revisited, revised and realigned on a regular basis

Provide collaborative online curriculum guide and lesson planning software and online resources such as access to best-practice lesson exemplars.

Three Connectivity and Equity

Horizontal and Vertical alignment of curriculum

Offering professional development opportunities in objectives state/local testing deem to be areas of weakness

Providing ongoing campus staff development opportunities (such as PLC’s) which allow teachers the time to examine summative testing data, identify target areas for improvement, create, implement, and evaluate a plan of action.

Four Assessment Use student achievement data to

examine, improve, scale, or eliminate Provide a simple

online means by which teachers can



programs create assessments aligned with the district approved curriculum guide, evaluate student performance, track performance over time, and disaggregate data

Grant students and parent online access to their individual, class average and campus-wide testing data

Five Productivity

Require each campus/department to annually update their campus improvement plan along with an accounting of resources spent to promote each campus goal.

Grant online, public access to all district and campus expenditures

How can curriculum management auditing improve curriculum and instruction in a school or school district?

Curriculum management auditing is a systematic means by which to examine a district’s curriculum goals and the means by which they hope to achieve those goals. A curriculum audit can expose areas of need so that resources may be reallocated in order to better provide for student success. In short, a curriculum audit examines “What are we doing to support success?” “Is it working?” and “How can we improve?” These are three questions every efficient organization is constantly asking of themselves.

Would you recommend that a Curriculum Management Audit be conducted at your campus? Why or why not?

Absolutely. A curriculum management audit is a means by which a district or campus can develop into a more successful entity, as long as changes are made in response to audit findings. In any organization, there are most certainly areas which could be improved upon. A school district or campus will never be perfect. Therefore, a curriculum management audit should be a regular occurrence.



Are there ideas from the Curriculum Management Audit process that you might include in the staff development you are planning? Explain.

Standard Three – Connectivity and Equity is a focus area of my staff development. During this training teachers will collaborate to examine summative testing data, identify target areas for improvement and create an instructional plan of action. Ongoing staff development will focus on evaluating these instructional plans in order to determine if they should be scaled or eliminated.

Part 3: Auditing a TE or Curriculum Guide

In Part 3 of the assignment, you will select the teacher edition of a textbook or a curriculum guide for the content area that you are covering in your planned staff development session. You will use a modified version of the 15-point scale developed by researcher Fenwick W. English to evaluate the document.

Directions:

Carefully review the teacher’s edition or curriculum guide.

Rate the guide by typing the score for each criterion in the table.

0 = No mention

1 = Vague mention

2 = Basic information

3 = Clear, specific, well-delineated information

Total the score, and answer the questions related to the table.

Content Area: Writing Grade Level: 4 TE or Guide Title: Fourth Grade Writing LINKS

Criteria Points

0 1 2 3

Are objectives clear and specific?

Are the curriculum and assessments aligned?

Does the curriculum provide specific prerequisite skills?

Does the curriculum match



resources and objectives?

Does the curriculum provide examples for implementation in the classroom?

Total Score 7

What is the value in evaluating teacher’s editions and/or curriculum guides? How can such evaluations improve instruction?

Evaluations such as these can expose weaknesses in vertical curriculum alignment, and resources with the intent that such exposure may be corrected so that instruction and the academic success of all students may improve.

Would this activity meet the specified criteria for the learner-center staff development session you are planning? How do you plan to incorporate the activity into your staff development agenda? Explain.

This activity, though useful, is not a central focus of the staff development I am planning. Since the training is limited to only 45 minutes and my goal is for teachers to identify means by which they can improve their instruction and student motivation, time does not allow for an exhaustive evaluation of the curriculum guide. It may be, however that lesson exemplars created as result of the staff development could be added as resources to the 4th grade Writing LINKS. This would be especially helpful since providing examples of effective lessons/instruction is an area of weakness in this curriculum guide.



Week 4 Assignment

Demonstrating Continuous Improvement

This week, you should:

demonstrate knowledge of the TEA learning system, data-based decision-making learner-centered instruction, and campus improvement planning by finalizing the agenda for a learner-centered staff development session on an identified campus need.

demonstrate an understanding of ongoing, continuous improvement by revising a staff development session on an identified campus need.

create an action plan to improve local school district or campus performance on a component of the TEA learning system.



Rubric


Tasks


Part 1: Learner-Centered Staff Development

Demonstrates the ability to work collaboratively online with 2 colleagues to improve a learner-centered staff development, and reflects intuitively on the process.

(4 points)

Works collaboratively online with 1 colleague to improve a learner-centered staff development, and reflects on the process.

(2 points)

Does not work collaboratively to improve a learner-centered staff development or reflection the process.

(0 points)

Part 2: TEA Learning System: Action Plan

Effectively creates an action plan to improve local school district or campus performance on a component of the TEA learning system, seeks and applies feedback from a colleague, and reflects intuitively on the process.

(5 points)

Creates an action plan to improve local school district or campus performance on a component of the TEA learning system, seeks feedback from a colleague, and reflects on the process.

(3 points)

Does not create an action plan to improve local school district or campus performance on a component of the TEA learning system, seek feedback from a colleague, or reflects on the process.

(0 points)

Mechanics Few or no errors in grammar, spelling, or punctuation.

(1 point)

Responses lack clarity and depth and/or multiple errors in grammar, spelling or punctuation. .

(0 points)



Week 4 Assignment: Application Assignment Finalizing Course Assignments

For a campus to make lasting change, school improvement must be an ongoing, continuous process. You will demonstrate your understanding of continuous improvement by (1) modifying the agenda for learner-centered staff development and (2) creating an action plan for an area of improvement that you identified on the local provisions of the TEA learning system.

Part 1: Learner-Centered Staff Development

Directions:

Work cooperatively online with two of your colleagues to revise and finalize the agenda for your learner-centered staff development.

Reflect on the modification(s) by answering the guiding questions.

Session Purpose: To familiarize teachers with a variety of venues through which to publish student writing, and thus motivate reluctant writers to

Learning Objective to Be Addressed: Writing – 110.15.4.16 Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas

Collaborator #1: Jennifer Mitchell Collaborator #2: Chris Nilsson

Grade Level:

4

Facilitator:

Holly Dornak

Location:

LCISD Staff Development

Center

Start Time:

8:00 am

End-Time:

8:45 a.m.

Learner-Centered Activity

Purpose Description Steps Estimated

Time

True or False

Model Technology Integration

Review the writing process

Underscore the importance

Teachers will brainstorm something outrageous (either truthful, or not) about themselves, and text their response using ActivExpression LRS.

1. Facilitator asks teachers to write 1 outrageous sentence about themselves that is either true or false.

2. Teachers brainstorm individually

3. Teachers write sentence on index card.

4. Facilitator informs teachers that their responses will be posted for all to see.

5. Teachers revise their

15 minutes



of publication

sentence and submit revised sentence via ActivExpression

6. Facilitator uses Word Seed to paste responses to flipchart

7. Group discussion and organization of responses using Thinking Map

Confer Examine and articulate learner beliefs about the impact of publication on student writing

Teachers struggle with the question, “Does publication of student writing have a measureable positive impact on student writing?”

1. Small group discussion of what impact the knowledge that their writing would be published had on their revised grammar, word choice, punctuation, sentence structure, voice.

2. Teachers form 2 lines of opposing viewpoints. (Pro and Con student publishing) Pairs explain their opinions to one another. (while facing one another in line)

5 minutes

Research Examine whether or not deeply held beliefs are research based.

Research & Report insights

1. Pairs of teachers skim research and share support for their opinion with their partner.

2. Significant insights are shared with the group.

3. One common statement of truth about student published work is collaboratively written.

5 minutes

Collaborate Incite change in instructional practice

Teachers share ways to publish student writing.

1. Teachers use ActivExpressions to share the ways they have successfully published student work.

2. Facilitator uses Word Seed to paste teacher ideas to ActivInspire flipchart & facilitates

10 minutes



discussion

Plan Plan a change in instructional practice with measureable results

Teachers choose 1 new way to publish student writing.

1. Each teacher writes down the answers to the following questions:

In what new way will you publish student work?

What resources do you need to be successful?

How will you tell if student writing has improved?

2. Facilitator reminds teachers that teachers will be invited to report “how it went” (whether or not student writing improved with the use of a new method of publication) at the next PLC meeting.

5 min planning + ongoing development outside of this PLC.

Evaluation Improve future staff development sessions

Survey of effectiveness

1 day following the session, a survey will be emailed to all participants allowing them to voice their opinions anonymously regarding the usefulness of the training.

5 min.

How did you modify the staff development agenda? Why did you make the modifications? How do you anticipate that the modification(s) will improve the staff development?

Descriptions were clarified. I made the modifications because my colleagues, who were generous enough to donate their time to look over my work, indicated that they found one description especially confusing. It will most certainly make the staff development easier to reproduce, if others are clear about the goals and tasks involved.

Part 2: TEA Learning System: Action Plan Directions:

Review the TEA learning system chart that you completed in Part 1 of the Analysis Assignment.

Based on your learning during Weeks 2 - 4 revise the improvement ideas in the chart.



Select an area of improvement from the chart. Complete the action plan for the improvement initiative:

Tasks/action steps

Responsibilities

Resources

Timeline

Staff development

Monitoring

Evaluation

Collaborate online with a colleague to obtain feedback on your action plan.

TEA Learning System Component: Instructional Program

Improvement Goal: 90% or more students in every subpopulation demonstrate mastery of the

writing process as measured on the Texas Assessment of Knowledge and Skills.

Collaborator: Jennifer Mitchell

Tasks/ Action Steps

What will be done?

Responsibilities

Who will do it?

Resources

What funds, time, people,

and materials are

needed?

Timeline

By when (day/month)?

Monitoring

How will you gauge

progress toward the

goal?

Evaluation

How will success be

determined?

Students will formally

publish their writing.

Grades

K, 1, 2, 3, 4, and 5

Grade level teachers will need online access to

sites such as Google sites, bookemon,

blogger, wikispaces,

PBworks, and kidblog.

Free book kits may be

requested from Student

Treasures

Scanner, Computer and

internet access

September 30

November 30

February 28

April 30

Formative: Anecdotal evidence, teacher created

assessments

Summative: District

Proficiency and

Benchmark testing,

TAKS/STAAR testing

Success will be achieved when 90% or more students

in all subpopulations score pass

their TAKS/STAAR

writing test.



Learner-Centered Staff Development Plan

Briefly describe.

Teachers will work collaboratively in partners to examine their feelings about student publishing, conduct targeted research to determine what evidence (if any) supports their views, and will create measureable action plans that will incorporate student publishing into their instructional curriculum. Ongoing PLCs will revisit these plans and teachers will be asked to determine whether or not their plan was successful and continue to innovate and improve their instructional curriculum and techniques.

Reflections on Collaboration and Improvement

What change did you make in the action plan as a result of the feedback from a colleague?

Discussing this assignment with Jennifer helped me to understand the importance of a Campus Improvement Plan. Furthermore, she helped me clarify my learning goals to ensure they were measurable.

How does collaboration enhance improvement efforts? What new ideas emerged as a result of the collaborative effort?

Everything can be improved upon. Collaboration serves to tweak out any weaknesses and encourages collaborators to reexamine a perspective which they may have previously taken for granted. As a result of our collaboration, I was able to clarify my improvement goal so that it was focused and measurable.

Why must campus improvement be ongoing and continuous?

Campus improvement plans must be ongoing so that campuses do not stagnate either in their own inefficiencies, or sit on their laurels. Education is a constantly evolving art form. Today’s students have needs and experiences far different from students five years into the future. As educators, it is critical that we stay ahead of the tide so that we are prepared to meet these needs. The campus improvement plan helps us to examine what is working, and what needs more work on our campus, so that funds and resources can be allocated appropriately.



Week 5 Assignment

Reflection

Throughout this course, we have discussed curriculum management and the role of the instructional leader in improving student achievement. We looked at curriculum management in terms of the TEA learning system and its components and how that system can be implemented and improved at both the district and campus level. We also discussed the importance of curriculum management planning and its relationship to educational philosophy; definitions of curriculum; descriptions of the written, taught, and tested curricula; curriculum support; and the curriculum development and implementation. In addition, we examined organizational and curriculum development theories that serve as the foundation for our work as instructional leaders.

We have aligned the content of this course to three of the Educational Leadership Constituent Council’s (ELCC) standards for educational leadership. For your final assignment, you will write three reflective essays relating to how the content in this course has aligned to these standards and which of the topics covered will be most relevant to you as a school administrator. By giving your responses to the questions that follow, you will:

record what you have learned in this course.

reflect on its significance in your professional life.

develop a plan to further increase your knowledge and skills.

Follow These Steps

1. Reflect upon what you have learned in this course that correlates with Educational Leadership Constituent Council (ELCC) Standards 2, 5, and 6.

2. Assume a school leadership role, either as an administrator or a teacher leader. From that vantage point, record your reflection in the form of three 150-word journal entries.

3. Use the guiding questions in each section to stimulate your thinking and guide your writing.

4. Write reflectively instead of in question-and-answer style, and follow the guidelines for writing listed in each section.



Rubric

Use this rubric to guide your work.

Accomplished Proficient Needs Improvement

Reflections

Student summarizes course learning by providing thorough responses to each Reflection section of the guiding questions provided.

(9 points)

Student summarizes course learning by providing responses to 2 Reflection sections of the guiding questions provided.

(6 points)

Student summarizes course learning by providing responses to 1 Reflection section of the guiding questions provided.

(3 points)

Mechanics No errors in grammar, spelling, or punctuation.

(1 point)

Responses lack clarity and depth and/or multiple errors in grammar, spelling or punctuation.

(0 points)



Reflection One: Educational Leadership Constituent Council Standard 2

“ELCC Standard 2: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff.

Standard 2.1: Promote Positive School Culture

Standard 2.2: Provide Effective Instructional Program

Standard 2.3: Manage Resources”

How will the information provided in this course help you provide effective curriculum and instruction on a school campus?

Which of the curriculum management topics discussed in this course is most relevant to you as a school administrator? Why?

How will the information presented in this course help you work more effectively with staff to implement quality curriculum and instruction?

How will the knowledge you gained in this course better help students at your campus achieve at higher levels?

According to the Texas Legislative Budget Board’s 2005 study, “Most school boards do not adequately address the development of written curriculum guides of the review of instructional materials.” That being said, I am happy to report that my school district has recently adopted new curriculum guides that were developed by another school district. After having completed this class, along with staff development which focuses on unpacking power standards, I have a much more global view of our district’s curriculum. A clear view of how curriculum is aligned and spiraled serves to help both educators and administrators alike provide instruction for mastery.

As my school district moves forward, I am excited to be a part of our curriculum development team. It is critical to move our newly written curriculum which has already been aligned with the tested curriculum into popular circulation so that it is followed closely by teachers as they plan lessons and thus becomes the taught curriculum. Without buy-in from all stakeholders the new curriculum guides are a waste of time and energy. It is critical that we provide a simple means for teachers to use the guides and incorporate lesson exemplars into lesson plans.

Legislative Budget Board. (2005). Develop statewide curriculum guides and increase local accountability of curriculum management.



Reflection Two: Educational Leadership Constituent Council Standard 5

“ELCC Standard 5: Candidates who complete the program are educational leaders who have knowledge and ability to promote the success of all students by acting with integrity, fairness, and in an ethical manner.

Standard 5.1: Acts with Integrity

Standard 5.2: Acts Fairly”

What did you learn in this course about collaboration and the building of trust?

How will you relate your knowledge of curriculum management to staff members working at your school?

What are examples of ethical decisions that you envision yourself having to make as you implement change initiatives related to curriculum and instruction in a campus learning environment?

What guiding principles will you follow to ensure that you act fairly and with integrity?

Excellent administrators create a shared vision amongst colleagues on their campus, and throughout their district. Without jumping to conclusions they observe group dynamics and offer support to educators on their campus. When necessary, they use data to bring attention to areas of challenge. They collaborate with fellow educators to build consensus and work towards providing opportunities for all students to experience successful learning. According to Moye, Henkin and Egley (2005), high quality administrators empower educators by identifying (and appreciating) specific areas where educators contribute to the success of the campus’ shared vision. In turn, these empowered educators work harder and take more personal interest in the success of their students as individuals, and the campus as a whole.

In addition to creating a shared vision, empowering educators, and establishing trust effective administrators work closely with their curriculum development team and campus educators in order to ensure that the written, taught and tested curriculums are all in alignment. After ensuring clear, concise curriculum guides are aligned with the tested curriculum and provided to educators it is imperative that administrators hold educators accountable for following curriculum guides. Only in this way is the taught curriculum aligned with the written and tested curriculum.

Moye, M. J., Henkin, A. B., & Egley, R. J. (2005). Teacher-principal relationships: Exploring linkages between empowerment and interpersonal trust. Journal of Educational Administration, 43(2/3), 260-277.



Reflection Three: Educational Leadership Constituent Council Standard 6

“ELCC Standard 6: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

Standard 6.3: Influence the Larger Context”

In the area of curriculum management, what is the relationship between campus-level leaders, school district leadership, and state leadership? How will those relationships affect your day-to-day duties as an administrator?

What steps can you take to become an instructional leader beyond your school, and how can you influence decision-making at the district or even state levels about curriculum and instruction?

State leadership set curricular expectations that all school districts are expected to teach to mastery. In Texas, these are called the Texas Essential Knowledge and Skills (TEKS). Various forms of the Texas Assessment of Knowledge and Skills (TAKS) test student mastery of these essential skills and knowledge. In addition, state leadership also sets mandatory minimum standards the provision of foundational and enrichment curriculum by accredited K-12 districts.

Local school districts, in turn, follow all minimum curriculum standards set by the state, and often exceed these standards in many curricular areas. Local school districts develop curriculum guides that provide educators with timelines, lesson exemplars, and power standards to focus on and unpack. In addition, most local school districts develop local summative and formative assessments in order to assess student progress towards mastering TEKS.

On a campus level, administrators work with teachers to ensure that educators are using curriculum guides upon which to plan and implement lessons. Campus administrators collaborate with teams of educators to disaggregate testing data and examine both strengths and weaknesses in student mastery. Campus teams work together to create and monitor effective campus improvement plans in order to provide high quality, effective education to all learners.

Texas education agency

http://www.tea.state.tx.us/rules/tac/chapter074/index.html

edld 5445 curriculum management

Documents

required curriculum

texasmandated curriculum

required elementary

required secondary curriculum

areas of curriculum

tea learning system

points edld

points mechanics