Curriculum leadership chapter 11 powerpoint

Glatthorn, Boschee, Whitehead, Boschee, Curriculum Leadership, 3rd Edition
© 2012 SAGE Publications
Chapter 11: Aligning the
Curriculum
Curriculum alignment is a process of
ensuring that the written, the taught, and the
tested curricula are closely congruent.

 Curriculum alignment is a process of ensuring
congruency among:
The Written Curriculum
The Taught Curriculum
The Tested Curriculum
Definition

 The argument for curriculum alignment is clear in
that school leaders should begin by asserting the
need for a close fit between the written curriculum
and the taught curriculum.
 It is assumed that the written curriculum represents a
district wide consensus about instructional objectives
 The question is about the degree of freedom for
teachers to adapt instructional practices.
 Have teacher select and align materials as
professional development.
Rationale for Curriculum Alignment

 Evoking change:
1. Consciously challenging the status quo
2. Leading change initiatives with uncertain
outcomes
3. Systematically considering new and better
practice
4. Operating at the edge versus the center of the
school’s competence - Marzano, Waters, &
McNulty (2005)
 “Multiple measures are needed to address the full
depth and breadth of expectations for student
learning”. (Herman et. al., 2004, p.2)
Rationale for Curriculum Alignment

 Goal Based Designs – setting clear and practical
goals that will expand the curriculum.
 Unit and lesson design – rigorous units and
lessons involve students and trying to build on
previous knowledge using real-world examples.
 Interventions – assisting teachers in delivery
Curriculum Design Categories

 Organizing and aligning requires a management
system for the project.
 One effective way to begin is to appoint a
curriculum-alignment task force.
 Exhibit 11.1 outlines the steps to be followed
Organizing the Alignment Project

 Common Core Standards vs. Integration:
 Figure 11.1 provides a clear comparison of the
movement toward Common Core Standards.
 Integration steps:
 Sequence
 Required vs. elective
 Coordination and integration
Organizational Strategies

 The mastery objectives are those objectives that
are essential for all and require careful structuring.
Because those objectives are used in developing
both the curriculum-based tests and the teachers’
alignment materials, it is essential that identifying
the mastery objectives be done with care and due
deliberation.
Alignment Step 1 –
Identifying Mastery Objectives

 The mastery objectives are used to develop
curriculum-based tests. Schools should develop
these tests with the advice of measurement
experts.
Developing Curriculum-Based Tests

 Determine test scope and frequency
 Determine how many forms of each test will be required
 For each objective, develop a pool of test items
 Construct the pilot forms of the tests and prepare clear
instructions.
 Develop a scoring system that will provide information
required to understand and use test results.
 Have content specialists review the tests to ensure that
items are valid and reflects curricular priorities.
Why Utilize Measurement Experts

 With tests prepared subject matter committees
should determine instructional materials to be
used. Committees should develop criteria
(rubrics) that align with the mastery objectives and
compare materials against the criteria.
Alignment Step 3 – Correlating the
Mastery List and Materials

 The next component of the alignment project is
developing the instructional-planning aids.
 Yearly planning matrix
 Management planning matrix
 Unit planning guide
Developing Instructional Planning Aids

 Does the program comprehensively cover evidence
based skills that students need?
 Has the approach/program been proven
scientifically to work with students?
 US Department of Education’s Institute of
Education Sciences developed What Works
Clearinghouse as a resource that provides
curriculum leaders with central and independent
scientific evidence.
Scientific Research – Key Questions

 The task force should determine (in consultation
with administration, supervisors and teachers)
what reporting materials will be required in the
alignment project. The following types of
materials have been used in numerous projects:
 The planning report
 The class diagnostic summary
 The individual student repot
Developing Reporting Materials

 Professional development should be happening
from the onset of the project throughout to help
everyone fulfill their role successfully.
 Once all decisions have been made and materials
have been developed, administrators and teachers
should be provided in-depth training in order to
make the project successful.
Step 6 –
Providing Staff Development

 Throughout the process, the alignment project
should be monitored to be sure it is working as
planned and then evaluated to assess its overall
effectiveness.
 Two types of monitoring are required.
 administrators should be responsible for monitoring
project management.
 Administrators focus on the teachers’
implementation of the project at the classroom level.
Monitoring and Evaluating the Project

 Unit plans should facilitate professional
discussions between supervisors and teachers.
 Objectives-focused supervisory process should
be a part of the pre-observation as well as the
post observation.
 Summative evaluation should include:
 Survey to gain perceptions of administrators,
supervisions, and teachers at the end of the year.
 Student achievement should be analyzed.
Alignment and Monitoring

 Alignment attempts to improve student
achievement by remedying the discrepancy
between the district curriculum guides, the
teacher’s instructional plans, and the assessment
measures.
 An appreciation of contemporary learners
necessitates a need to maximize the capacity of
each learner and to guide and align the process
in order to prepare them for a world we will never
see.
Significance of Curriculum
Alignment

Curriculum leadership chapter 11 powerpoint

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