Curr culum Leadersh p

CurrculumLeadersh p Fall ‘11 ADMN 6140 Class #2

Objectives • Discuss IAA Project Expectations • Discuss Grading And Assessment Guidelines • Describe and Assess Myths about Instructional Alignment • Describe and Analyze the Impact of System Alignment

Housekeeping • Read the Syllabus • Contact yourMentor • Introduce yourself • Ask this question: What do I need to do to be successful in Dr. D’s class? • Explore the IN*SITEnetwork • join the Curriculum Leadership • Ask to be included in at least 3 other groups • Navigate around the site • Download the PowerPoints from Week 1 and Week 2 • Add “friends” and send someone an email from inside the IN*SITEnetwork • Read some of Dr. D’s Blogs. Add a comment if the spirit moves you! • VisitGmail • Set it up to forward your Gmail to your home email account or phone • VisitGoogle docs • Play around with programs: document, spreadsheet, presentation • Download “Prisoners of Time” from Class Resources and begin reading it.

For Next Week • Read through Chapter 3 • Contact your mentor if you haven’t done that yet • Using Google docs, outline a timeline for completing your Curriculum Analysis Project • Share with your partner and get feedback • Share with MD

For Next Week • Read through Chapter 3 • Contact your mentor if you haven’t done that yet • Using Google docs, outline a timeline for completing your Curriculum Analysis Project • Share with and get feedback from your partner shown below • Share with MD

CurrculumLeadersh p A Second Look At The Syllabus

Total Instructional Alignment

The Dog Lesson • Labrador retrievers come three solid colors • Black, yellow, and chocolate • If you encounter a big black dog with a white spot on his chest, you will know that he is not a purebred Lab.

The Dog Lesson • Labrador retrievers begin as cute puppies but soon grow into big dogs. Females can weigh between 65-75 pounds. Males can weigh 75-120 pounds. Owning a dog this size is like owning a small horse! • There many things you must consider before owning a large dog. • Do I have enough time? • Do I have enough space for exercise? • Do I have a lot valuable items on my coffee table?

The Dog Lesson • At dog shows Labs are in the sporting class division. • They have the characteristics of active hunting dogs • Excellent swimmers • Retrieve instinctively • Keen senses • Great strength • Very intelligent • They are very aware of their surroundings and their keen senses which make them excellent guide dogs and drug dogs.

The Dog Lesson • Because labs are so obedient you will see many in the obedience ring at dog shows as you will in the conformation ring. • Most labs have sweet dispositions. Their natureis to please people and theylove everyone! • So if you want a guard dog for protection, a lab is probablynot a good choice. • At best a lab might lick them to death!

Draw two show-ring patterns a judge may ask a dog handler to use during conformation judging. Distinguish between obedience and conformation judging. What color puppies are possible when a black lab is bred to a yellow lab? True or False. Labs are considered working class dogs? Name four class divisions a dog can be entered in during conformation judging. Why do lab owners need big backyards A Lab must accumulate 15 points to become a champion. How many of these points must be accumulated at major shows? Describe what it means when a dog is entered as a “Special” during competition. What does the competition title, “Best of Breed” mean? List three characteristics of a good hunting dog. The Dog Test

Total Instructional Alignment Introduction

Common Alignment Myths • This too shall pass… • What is the source of this “wisdom”? • What effect does it have on improvement? Why? • Examples from your experience? • We can continue to use the same methods we have always used to produce higher levels of student achievement against more rigorous standards • What do you think? • When time is held constant, what happens to learning? Why? • How do standards change the constant?

Common Alignment Myths • Were just teaching the test • How prevalent is this idea in your experience? • Why is it ill conceived? • What should we teach? Why? • Standards stifle my creativity as a teacher. • Compare these two paintings? Which artist has the most talent? Why?

Common Alignment Myths • Curriculum Alignment = Instructional Alignment • CA – Written curriculum is aligned to standards and assessment • IA - Ultimate impact is on teacher’s behavior in classroom • LYNT-TYNT-NYNT • Education sales is big business and you are the consumer of those trying to sell you THEIR innovations • Technology is the answer! Yeah, right. • But we just got these new textbooks … • Finish this sentence: If the textbook is my curriculum... • Of course the standards are in my lessonplans • What do you do if you do not understand a standard?

The Dennis Monroe Story • Read or re-read pages 14-17 • What insights to IA did you gain? • How does your current teaching practices compare to the DMS? Your school?

Total Instructional Alignment What is Total Instruction Alignment?

1. Align of the System • Lisa also calls this systemic alignment • Brainstorm synonyms with a partner • What insights did you gain? • Apply the synonyms to schools • How are we doing in system alignment? • How does this connect to Deming’s idea of PK? • What is competency buck passing? • When was the last time you had a conversation with a teacher of a feeder school or a school to which you feed about IA? Why? Is this so difficult? • Describe the supply chain needed to build a car? Who talks to whom in the chain? Why? • Critical Questions: • What do we mean by “the system in place?” • What exactly are we aligning? • What can we expect if we do not align the system?

Written Taught Tested Align Standards, Curriculum, and Assessments • What insights can we gain from this Venn diagram?

2. Align of Standards, Curriculum, and Assessments • Question for curriculum guides • Are the guides aligned with the most recent standards? • Do teachers have a clear understanding of what students are supposed to learn and how it will be assessed? • Do teachers typically build lessons from the guides? • What is the result if they do not use the guides? • What happens if a teacher uses the curriculum guide to design lesson plans but doesn’t clearly understand the learning expectations? • Do teachers at different grade levels ever teach the same concepts?

3. Align Instructional Practices in the Classroom • What does this mean to you? • The basic tools • Clear learning goals in the form of specific and measurable behavioral goals • Why should teachers write their own objectives? Why not depend on the textbook or the curriculum guide? • Broad Learning goals broken down into curriculum maps • Must reverse-engineer the process • Year – Semester – Quarter – Unit – Week – Day • Develop appropriate assessments • Develop congruent activities • Secure resources (materials, time, space) • Critical Questions • Who aligns curriculum practices? Elmore’s connection?

Unaligned Classroom System • What can we expect from this configuration? Instruction Curriculum Assessment

Instruction Curriculum Assessment Unaligned Classroom System • What can we expect from this configuration?

Aligned Classroom System • What can we expect from this configuration?

Curriculum Alignment – View 2 INTK OAG EC

For Next Week • Read through Chapter 3 • Contact your mentor if you haven’t done that yet • Using Google docs, outline a timeline for completing your Curriculum Analysis Project • Share with your partner and get feedback • Share with MD

For Next Week • Read through Chapter 3 • Contact your mentor if you haven’t done that yet • Using Google docs, outline a timeline for completing your Curriculum Analysis Project • Share with and get feedback from your partner shown below • Share with MD

Curr culum Leadersh p