Curriculum, Instruction & Assessment An overview of the Director’s Job South Portland School Department Fall, 2012

Director’s Tasks Make the theoretical practical and do-able in the classroom Make the theoretical practical and do-able in the classroom Maintain the big picture and make sure that all that we do builds on and moves us toward the big picture/vision Maintain the big picture and make sure that all that we do builds on and moves us toward the big picture/vision Explore and provide the resources that support teachers Explore and provide the resources that support teachers Falls into 4 categories: Falls into 4 categories: Curriculum Curriculum Implementation Implementation Evaluation Evaluation Coordination Coordination

Curriculum What is it? What do we mean? What is it? What do we mean? The knowledge, skills, concepts, and processes we determine that students need to know to be successful The knowledge, skills, concepts, and processes we determine that students need to know to be successful EXAMPLE: the learning targets brochures EXAMPLE: the learning targets brochures What it isn’t … What it isn’t … A book A book **Sometimes we find a program (materials, teacher supporting documentation, discussions of instruction, and assessment) that embodies what we want students to know and we use those … Investigations for math is an example

Implementation Combination of Instruction and Assessment Combination of Instruction and Assessment Support teachers with learning new techniques and accessing resources to instruct students and guide student learning Support teachers with learning new techniques and accessing resources to instruct students and guide student learning EXAMPLE: Work with K-5 literacy coordinator to make sure the building literacy teachers are equipped with strategies for RTI EXAMPLE: Work with K-5 literacy coordinator to make sure the building literacy teachers are equipped with strategies for RTI Support teachers as they learn how to determine what students have learned and are able to Support teachers as they learn how to determine what students have learned and are able to EXAMPLE: spelling inventory to guide teachers as they plan spelling lessons in an individualized manner EXAMPLE: spelling inventory to guide teachers as they plan spelling lessons in an individualized manner

Evaluation Oversee the process for comparing assessment data against what we want students to know and do Oversee the process for comparing assessment data against what we want students to know and do As part of that process make sure that what we want students to know and do is aligned to the expectations As part of that process make sure that what we want students to know and do is aligned to the expectations EXAMPLE: Common Core State Standards EXAMPLE: Common Core State Standards Adjust (expectations, instructional strategies, assessment and/or reporting as deemed necessary to ensure student learning and future success) Adjust (expectations, instructional strategies, assessment and/or reporting as deemed necessary to ensure student learning and future success) EXAMPLE: Progress Report Development/Revision EXAMPLE: Progress Report Development/Revision Create and oversee systematic processes for trying new things … programs, materials, assessments, etc Create and oversee systematic processes for trying new things … programs, materials, assessments, etc EXAMPLE: TenMarks, Being a Writer EXAMPLE: TenMarks, Being a Writer

Coordination Make sure that learning matches from grade to grade Make sure that learning matches from grade to grade EXAMPLE: writing expectations do not dramatically ramp up for students in grade 6 compared to what they were expected to do in grade 5 EXAMPLE: writing expectations do not dramatically ramp up for students in grade 6 compared to what they were expected to do in grade 5 Supporting teachers in those discussions and helping to create ways to move students along when they are ready and intervene appropriately when necessary Supporting teachers in those discussions and helping to create ways to move students along when they are ready and intervene appropriately when necessary EXAMPLE: Early Release Days EXAMPLE: Early Release Days