Sept 20

Questions from last week?

Think-pair-share How do you define curriculum, and

what do you believe to be the function of a building level or district level administrator in reviewing and monitoring curriculum policies and practices? Plan to implement mission, principal executes, having oversight

to review it Is a floor plan to run courses; An outline/blueprint – core of what is to be accomplished;

principal needs to be directly involved because of evaluation Principals at every level should be aware of and educated on

other levels’ curriclulum.

Curriculum Defined…

An organized program of learning, segregated by subject area, composed of four main categories: content, instruction, assessment, and context. Content = information and skills students should learn

and eventually know by studying the material. Instruction = accompaniment of strategies, lesson

design, “uncovering” of knowledge Assessment – formative and summative measures

student performance and application of instruction. Context = broad term for the educational

environment in which the course material will be taught

Example - to understand the curriculum for an elementary school science class, it is important to note that the level of rigor should be suitable for elementary school students.

What is meant by what schools offer in terms of the

“hidden curriculum?”

What is meant by “hidden curriculum?”

Any teachable moment as part of a student’s learning experiences that may not be a part of a particular content area

Relationships Ethical behavior

Teaching integrity, mediation, etc. Climate of a school Culture of a school

Components of curriculum Policies (federal, state, local board policy)

Rules, guidelines, recommendations that asset in governing what it to be learned

Goals General, long-terms outcomes of whatever inputs are

used to generate a student product at each level Fields of Study – those established learning

experiences offered over a yearly period to accomplish the goals

Programs of study – set of learning experiences in content areas for particular sets of learners

Components… Course of Study – courses within a field of study

that must be achieved to accomplish an outcome

Units of Study (UBD) – specific, measurable units that approach all the necessary material and learning outcomes that may prepare students for any number of assessments

Lessons - proper design, planning, instructional strategies (including differentiation), modifications for IEPs, time limits, concept mapping that maximizes retention at the conclusion of each day

SAS Tab – Case Study – Everyone needs to take a tab…

Assessment - MaxCurriculum Framework - AshleyInstruction- BeckyMaterials & Resources

Politics of Curriculum Many external (society at large) and internal

(local school district) constituents have an influence on what we teach

Can you name some external? Feds, state, local gocvernment, colles and

wuniveristiues, job force, charter and cyber schools, vo-tech, other school’s test scores, other scchool’s course offerings,

Internal? Band and chorus/clubs/sports (shared staff) and how schedule affects it; internships; RTI;

External

Federal government Supreme Court decisions Federal laws and mandates

Title VI and VII (Civil Rights), IX (Equal Opportunity) PL 94-142 – beginning of “IEPs” ESEA ESL NCLB Laws enacted by Congress

Presidential platforms that influence the country Sputnik (space race with Russia) Cold War Reagan era – Nation at Risk Goals 2000 (Clinton)

State government State Supreme Court decisions

Gaskin Decision Various school finance decisions

Mandates and laws 22 PA Code Collective bargaining

State Board of Education School year Graduation requirements (Grad Project), etc.

Governor’s platform – budget!

Other External CCSSO – Council of Chief State School

Officers National Governor’s Association NEA, PSEA, AFT NCTE, NCTM, NCSS, etc. State and federal lobbyists and

Think Tanks Microsoft and Apple Big business (using lobbyists to influence

presidential and gubernatorial platforms)

External Local chambers of commerce representing

local business and industry Local community norms, expectations,

culture, ministerium PDE – red tape

Internal

Internal Local school district board policy (PSBA) Individual school procedures and practices Teachers and support staff unions Curriculum and instruction practices Scope and sequence Budgeting Superintendent platform and leadership School culture and climate Community demographics/diversity

BREAK

How and why do you believe backward design underpins

school reform?

UBD – as a reform model It’s all about…

Design and planning – not just lesson planning Beginning with the END in MIND

Desired results, outcomes, goals for student achievement must be identified

WHAT IS THE END in your district/school?

UBD – as a reform model If it’s largely about PSSA results, the

PSSA, by definition, is the FLOOR, not the CEILING.

So, if you believe this, what do you believe to be the CEILING?

UBD – as a reform model Teaching ‘to the test’ vs. ‘teaching the

test’ – what’s the difference? UBD has its roots in teaching the

whole child, from basic skills and competencies through upper levels of Bloom

UBD requires powerful, careful, and articulated planning based on a day-by-day calendar-based mapping system

UBD …

…can serve as a reform model for districts that are ready for it and ready to use its concepts, tools, language, and designs

…can serve to increase student achievement

…can ONLY be used well when a district understands its vision and mission, what it values, and how to design learning experiences for all students in its care

Vision (Collins)

Utilizes two major componentsGuiding philosophy – fundamental

assumptions, principles, values; stems from the organization’s core beliefs and values

A tangible image – what the organization is represented by – the seen and unseen of what others perceive to be what you are

Vision

The right vision is one that is a realistic, credible, and attractive future for that organization.

It represents the picture of the ideal best for all people to engage in and succeed in their own holistic development

Vision – Forward thinking…

It attracts commitment and energizes people

It creates meaning in peoples’ lives It establishes a standard of

excellence It bridges the present and the future

Mission

A clear and compelling goal that serves to unify an organization's effort.

An effective mission must stretch and challenge the organization, yet be achievable.

Other necessary components

Core beliefs and values – important to the guiding principles of your organization Are stated and operational

Compelling purpose – why your organizational exists and why YOU are a part of it Constantly must teach relevance for kids at

every level while demanding and encouraging kids that they CAN DO anything in which effort is a part

Other necessary components

Utilization of best practices and resources Focus on current research and trends Focus on PDE’s initiatives

Sound, accurate, appropriate leadership Servant Leadership is key

For next time…

Ask your building level principals what they believe to be your school’s / district’s Vision Mission Values How an aligned curriculum should tie into

each Read CL and SBD chapters