This document outlines a session on coherent curricular programs from a learning-centered leadership development program. It discusses the importance of coherent curricular programs, including research showing their correlation to improved student achievement. It examines characteristics of coherent programs, such as aligned standards, resources, instruction, and assessments. The session explores tools to assess schools' curricular coherence and considers decisions to increase coherence, such as balancing mandated standards with 21st century skills, using technology to support personalized learning, and integrating curricula using high-impact instructional strategies. The document provides examples from Wayne-Westland schools of curriculum mapping, process monitoring, and using data walls for collaboration around student benchmarking and progress.
Perspectives on Sustainability in Higher Education: Inviting and Leveraging C...BCcampus
Vivian Neal, Educational Consultant, Teaching and Learning Centre, Simon Fraser University
Janet Pivnick, Educational Consultant, Teaching and Learning Centre, Simon Fraser University
Festival of Learning in Burnaby, B.C. - June 6-9, 2016
Instructional Rounds Training (Sept. 19, 2013)ESMSTigers
Instructional rounds will take place on two levels this year. First, rounds will be an important part of small group reflection, where a team of teachers who share a common planning hour observe two classrooms a month. In this format teachers will look for descriptive evidence and avoid subjective speculation about practice. Small groups will use our faculty protocol form and will also look for evidence in support of NEE indicators 1.2, 4.1, 5.1, and 7.4. Second, rounds will be used by department chairs as a school-wide strategy to identify problems of practice. As defined by Roberts: "a problem of practice is a statement that describes the instructional problem that a school is struggling with and that serves as a focus for classroom observations" (page 4). Department chairs will conduct rounds twice this year (once each semester) to support our progress toward our building goals. The purpose of this practice is not evaluative, this practice will report broad trends for staff reflection from a school-wide perspective; no individual teacher data will be reported.
These slides were discussed during collaboration on September 19, 2013.
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School-Based Assessment or SBA has been a feature of CXC examinations from their inceptions in 1979. This issue highlights the CXC model of school-based assessment and its philosophical underpinnings, as well as a sampling of
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Perspectives on Sustainability in Higher Education: Inviting and Leveraging C...BCcampus
Vivian Neal, Educational Consultant, Teaching and Learning Centre, Simon Fraser University
Janet Pivnick, Educational Consultant, Teaching and Learning Centre, Simon Fraser University
Festival of Learning in Burnaby, B.C. - June 6-9, 2016
Instructional Rounds Training (Sept. 19, 2013)ESMSTigers
Instructional rounds will take place on two levels this year. First, rounds will be an important part of small group reflection, where a team of teachers who share a common planning hour observe two classrooms a month. In this format teachers will look for descriptive evidence and avoid subjective speculation about practice. Small groups will use our faculty protocol form and will also look for evidence in support of NEE indicators 1.2, 4.1, 5.1, and 7.4. Second, rounds will be used by department chairs as a school-wide strategy to identify problems of practice. As defined by Roberts: "a problem of practice is a statement that describes the instructional problem that a school is struggling with and that serves as a focus for classroom observations" (page 4). Department chairs will conduct rounds twice this year (once each semester) to support our progress toward our building goals. The purpose of this practice is not evaluative, this practice will report broad trends for staff reflection from a school-wide perspective; no individual teacher data will be reported.
These slides were discussed during collaboration on September 19, 2013.
The company is headed by IIM Graduates Sudhir Ghodke and Sridhar Rajagopalan and its aim is to promote an atmosphere of quality within India's primary school system. It pursues this by raising concerns related to the quality of learning, providing services related to assessment, professional development of teachers, curriculum and pedagogy, and influencing educational policy, especially in the realm of assessment.It takes a systems approach in order to improve the quality of learning. It uses a cycle of problem discovery, cause identification, solution implementation and feedback (which may lead to a deeper level of problem identification), a positive spiral towards improvement.
School-Based Assessment or SBA has been a feature of CXC examinations from their inceptions in 1979. This issue highlights the CXC model of school-based assessment and its philosophical underpinnings, as well as a sampling of
stakeholder views on SBA. It also features the launch of the CXC mobile app CXC Connect and reports on performances in CXC suite of examinations.
The following presentation juxtaposes the research and practices found in the areas of problem and project based learning, organizational leadership and change, and Visible Learning to enhance leaders at all levels to substantially enhance the learning of students.
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• Current trends and issues in math curriculum and instruction
• Formative and Summative Assessments
• Strategies to support achievement for all student populations
Presenters:
Joanna Bannon, assistant coordinator of K-12 Instructional Services, West Allis-West Milwaukee School District, Wis.
Francis (Skip) Fennell, past president of NCTM and professor at McDaniel College
Moderator:
Tim Hudson, senior director of curriculum design, DreamBox Learning
The following presentation juxtaposes the research and practices found in the areas of problem and project based learning, organizational leadership and change, and Visible Learning to enhance leaders at all levels to substantially enhance the learning of students.
Creativity: Working with teachers – Rolf HitschfeldEduSkills OECD
This presentation was given by Rolf Hitschfeld at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
07 18-13 webinar - sharnell jackson - using data to personalize learningDreamBox Learning
Learning and competency data can be useful tools in assessing a student’s individual learning needs. In this month’s Blended Learning webinar, presenters Sharnell Jackson and Tim Hudson shared best practices for organizing and using student data in order to better meet student needs. They also discussed processes for using and analyzing data at the student, classroom, and district levels.
An INSET course I facilitated for colleagued at YWIES. The presentation focuses on the research Professor John Hattie and the implications for schools of his work.
AHDS Conference November 2014 - Workshop; Glasgow UniversityAHDScotland
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Workshop from Moyra Boland of Glasgow University on partnership working
This presentation was given by Usha Bhaskar at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Common-Sense Approaches to Math Curriculum and Assessment SuccessDreamBox Learning
Learn how to equip educators and students for success at a time when schools are being asked to do more with less—while meeting new math standards. Practical considerations and strategies will be addressed by our panel of math experts, who will discuss important topics in mathematics education and field audience questions throughout the session. They'll share insights about current trends and issues in mathematics education related to curriculum, assessment, and instruction that are applicable in all states and schools. Join the conversation as they take a bird's eye view while also sharing on-the-ground classroom strategies and ideas for supporting increased achievement for all students. Key discussion topics include:
• Current trends and issues in math curriculum and instruction
• Formative and Summative Assessments
• Strategies to support achievement for all student populations
Presenters:
Joanna Bannon, assistant coordinator of K-12 Instructional Services, West Allis-West Milwaukee School District, Wis.
Francis (Skip) Fennell, past president of NCTM and professor at McDaniel College
Moderator:
Tim Hudson, senior director of curriculum design, DreamBox Learning
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- Understand key tactical approaches that support site and district leaders in building and sustaining deeper learning systems.
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Coherent curriculum programs
1. Learning-Centered Leadership Development Program for Practicing and
Aspiring Principals
Western Michigan University
A Project funded by the United States Department of Education (USDOE), Washing, DC: 2010
Dimension 5: Coherent Curriculum Programs
2. 2
Agenda
Inspirational Agency
for School Renewal
Orderly School
Operation
High, Cohesive, and
Culturally Relevant
Expectations for
Students
Coherent Curricular
Programs
Distributive and
Empowering
Leadership
Real-time and
Embedded
Instructional
Assessment
Data-Informed
Decision Making
4. Session Goals
• Explore the research supported importance of insuring that our
schools offer Coherent Curricular Programs, i.e. Guaranteed and
Viable
• Explore the research supported characteristics of Coherent
Curricular Programs
• Examine the status of our own schools on the Dimension of
Coherent Curricular Programs
• Explore possible ways to increase learning opportunity and learning
results for our students by insuring Coherent Curricular Programs in
our schools
4
6. Why and how much should we care?
• Per McREL research (Marzano, et al), Guaranteed and Viable
Curriculum shows one of the highest correlations to improving
student achievement
• Effect sizes for evidence based instructional strategies drop
precipitously when not coupled with a guaranteed and viable
curriculum
6
7. What are the Markers?
COHERENT CURRICULAR
PROGRAMS
• Core, essential, or “power standards” aligned to state and/or
national standards
• Horizontal and vertical alignment
• Aligned and student appropriate learning resources (hard and
electronic)
• Aligned and effective classroom instruction
• Aligned and authentic curriculum based assessments
• Immediate and consistent feedback
• Continuous progress monitoring (for every student/by every
student)
• Clear and consistent communication about learning expectations
and learning progress
• Engaging and meaningful learning experiences
• Learning focused leadership
• Student participation in setting personal learning goals
7
8. Where are we?
Let’s look at one tool for
understanding where we stand
in our schools when it comes
to providing a Guaranteed
and Viable Curriculum
for all students
8
9. And where are we going?
9
Student
Centered
Mandated
Standards
16. Decisions to Avoid
Continuing to let learning
remain predominantly
teacher centered,
teacher controlled, and
teacher designed
16
17. Decisions to Avoid
Limiting learning to
traditional time slots,
traditional learning
resources, and
traditional learning
Activities; in fact,
limiting learning
at all!
17
22. What Would They Tell Us?
LeadForwardVideo21stCentury.wmv
Don’t prepare us for your
world,
Prepare us for ours!
23. Decisions to Consider
Balancing Core Curriculum Standards with:
• Learning to learn standards
• Life skill standards
• Learning through technology standards
• Higher order thinking and reasoning standards
• Post-secondary learning and career preparation standards
• Problem solving and productivity standards
• Social development (personal/interpersonal) standards
• Arts and humanities standards
23
Core Curriculum Area Learning, Research,
and Technology
Arts, Creativity,
Thinking
Life and Career
Eng Lang Arts
Math
Science
Social Studies
28. How will we make learning fit
today’s learners?
How will we give them the
tools?
LeadForwardVideoVimeo.wmv
• 21st Century Technologies to support a
multi-dimensional learning system
• Personalized Learning and differentiated
instruction with on-demand access to
learning
• Empowered learners
29. The Power of Curriculum Integration
Start with these research findings:
Students in any type of interdisciplinary or integrative curriculum do
as well as, and often better than, students in a conventional
departmentalized program. (National Association for Core
Curriculum, 2000; Vars, 1996, 1997; Arhar, 1997)
Now, how might curriculum integration better serve students?
29
30. The Power of Curriculum Integration
Give students an interesting text and the chance to argue about the
characters and issues within it, and they will do the rest (William
2007).
How might this be a clue to a more student centered and integrated
approach to providing guaranteed and viable curriculum
experiences for all students?
30
31. Curriculum Integration
How might we use these nine high impact instructional strategies
(Marzano, Pickering, & Pollack, 2001) to improve curriculum
integration?
1. Identifying similarities and differences
2. Summarizing and note taking
3. Reinforcing effort and providing recognition
4. Homework and practice
5. Nonlinguistic representations
6. Cooperative learning
7. Setting objectives and providing feedback
8. Generating and testing hypotheses
9. Cues, questions, and advance organizers
31
32. A Sad State of Affairs
• “Curricular chaos” — not coherence — still prevails in most schools,
a result of our no-oversight, high autonomy culture (Schmoker and
Marzano 1999).
• Fortunately, many successful schools have seen achievement levels
soar after developing coherent, high-quality curricula — but only
when they instituted monitoring mechanisms for ensuring that it is
taught.
32
33. A Systems Approach
• Curriculum and Assessment Mapping
• Process monitoring
• Benchmarking Progress toward achievement goals
33
35. Wayne-Westland’s Program Monitoring and
Evaluation Model (Progress Monitoring)
Annual
Review
Internal
Review
Summary
Evaluation
Forms
District
Improvement
Team
Continue or Discontinue
Program or Intervention
Increased
Student
Achievement
Mechanism
Decision
Expected
Outcome
40. Where do you need to go and how
will you get there?
40
41. Coherent Curricular Programs
Final Questions to think about and consider
• How will you harness the power of coherent curricular programs in
your school renewal work?
• How will you use the seven dimensions in a systems approach to
school renewal?
41
Editor's Notes
Set Goals for the session
Frame the way we will move through the session; i.e. exploring why Coherent Curriculum Programs are important; Identifying what our schools need to focus on in order to provide Coherent Curricular Programs;
Working together to identify ways to insure that our schools meet the markers for Coherent Curriculum Programs; Identify some next steps
Lead in to using the Assessing Teacher, Principal, and School Practices – Provide time to process
Begin having participants discuss how they create a Guaranteed and Viable Curriculum that serves both priorities
One research team estimates that it would take even a very competent student nine additional years in school to reach acceptable performance in all of the standards recommended by national organizations!
Discuss the need to unpack our over packed state curricula and identify Core, Essential or Power Standards
Begin the conversation about why this approach alone will only get the first margin of improvement in student results
Begin the conversation about what schools might include in a guaranteed and viable curriculum beyond what the state and national assessments can or will measure.
Get participants to discuss and share examples of how teachers are making sure that students do get the best of both
Some might argue that doing curriculum development work at the district and/or school level is obsolete with the emphasis on state and national curriculum standards and assessments
Have participants discuss why it is important to develop the local curriculum beyond state and national core curriculum standards
Have participants discuss the difference between learning on demand (student centered) and learning by fiat (teacher centered) – why it is important – how to make it happen
Video on Differentiated Instruction. Click to start
Technology is always changing, and making our current concepts of curriculum obsolete, i.e. cursive writing.
Discuss using technology to create new and different learning experiences; not just replicate learning experiences traditionally done through print
When we observe classrooms, what do we watch?
Watch and discuss implications of this short video
Open discussion on curriculum integration
Discussion prompt
Discussion prompt
Raising level of concern
Get them thinking systemically about their renewal work
Share and discuss Wayne-Westland examples in this and following slides
Have participants work together to plot their course and share with others.