Professional Development for Curriculum Implementation

1. Professional Development for Curriculum Implementation Curriculum & Alignment Institute Susan McCauley, Ph.D.

2. Revisit tenets of effective professional development for curriculum implementation • Explore specific strategies and schedules to facilitate professional development for curriculum implementation. • Receive information from EED staff regarding the proposed English Language Arts and Mathematics standards • Receive information from The Alaska Comprehensive Center regarding a new online Statewide Curriculum Directory Objectives

3. Agenda • Logistics Review Agenda

4. The Greeting Circle Introductions

5. Review

6. Alaska Statute • AAC 05.080. School Curriculum and personnel • 5e) – “at least once every 6 years” Context

7. Curriculum – what students should know and be able to do • Instructional materials – tools we use to help us teach the curriculum • Standards – Content Standards or Grade Level Expectations established by the State of Alaska Definitions

8. Leaders of Learning by Dufour & Schmoker • Chapter 5: Developing a Guaranteed and Viable Curriculum • What Works in Schools by Marzano • Chapter 3: A Guaranteed & Viable Curriculum • Results Now! by Schmoker • Chapter 4: Curricular Chaos • Making Standards Useful by Marzano & Haystead • Chapter 1: Standards in Education Philosophical Framework

9. Marzano identified 5 school-level factors that impact student achievement: • Guaranteed and viable curriculum • Challenging goals and effective feedback • Parent and community involvement • Safe and orderly environment • Collegiality and professionalism Guaranteed & Viable

10. Guaranteed • All students have the opportunity to learn the same content through a written curriculum that all teachers are expected to deliver • Viable • “…whether the stated curriculum can be adequately taught in the instructional time available to teachers: (Marzano, R. (2005). School leadership that works. Mid-continent Research for Education and Learning. Aurora, CO.) Guaranteed & Viable

11. Components of Effective Curriculum Management

12. Components in a 6-Year Cycle

13. Check on collective understanding of the components for effective curriculum management • Numbered Heads Together • See handout Components Review Activity

14. Identify all of the things for which we need to provide PD • Rally Robin • See handout Your PD Concerns

15. Emily’s video PD that’s out there

16. PLCs as a Framework

17. Directions • Read chapter sections from Leaders of Learning by Dufour & Marzano: chapters 1, 2, and 5 • Use graphic organizer to keep notes. • Write 3 questions to ask a partner • Complete 3-Step Interview (see handout) • Inner-Outer Circle Leaders of Learning

18. Curriculum PD through a PLC lens

19. On the PD Planning sheet, complete the first two columns identifying curriculum areas of focus by staff group. Example: Staff GroupCurriculum Area K-2 teachers Language Arts (Imaginit!) 6-8 teachers Math (Saxon) Your curricula priorities

20. Laying the Groundwork

21. District Mission • District Strategic Plan • State Statute • Board Policies • Curriculum & Materials Processes Provide Context

22. “Effective district leaders are eager to initiate dialogue, and they develop formal and informal strategies for soliciting the perspectives of others. They are hungry for feedback so they can make adjustments and course corrections.” • Survey examples Identifying Focus for PD

23. What is it we want students to know?

24. By grade level(s) and content area, have teachers create a pacing guide for trial use during the school year. • Have them come together periodically to discuss and revise Create a Pacing Guide

25. By grade level(s) and content area, have teachers identify essential vocabulary. • Have them review and discuss methods for teaching. Identify Essential Vocabulary

26. By grade level(s) and content area, have teachers provide their reflections and recommendations regarding their respective curriculum and materials. Curriculum Reflections

27. With your team or another participant (or individually), discuss the usefulness of these PD activities for your various staff groups. • Make notes on your PD Planning sheet in the “Specific Focus” column regarding specific work that may be useful for the various groups. PD Planning

28. How will we know students are learning?

29. Have teachers or principals analyze student achievement data in order to • determine trends • identify possible causes or contributors • and pose solutions or next steps Analyze student data

30. Have teachers • identify current classroom assessment practices • identify their beliefs about effective assessment • Consider ways to bridge the gap between belief and practice Classroom Assessment Practices

31. With your team or another participant (or individually), discuss the usefulness of these PD activities for your various staff groups. • Make notes on your PD Planning sheet in the “Specific Focus” column regarding specific work that may be useful for the various groups. PD Planning

32. How will we respond if students aren’t learning?&How will we enrich and extend learning for students who are proficient? Your turn

33. Complete the PD Planner and be prepared to share your ideas… Your calendar and agendas

34. Thank you! Susan McCauley, Ph.D.Curriculum CoachAlaska Department of Education & Early Developmentsmccauleyak@gmail.com