Shawn Hubers Curriculum Leadership

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JORDAN HIGH SCHOOL Demographics  1041 total students  62 teachers  Over 50% E.D.

Taught Curriculum Total Instructional Alignment Written Curriculum Tested Curriculum Instructional Alignment Venn Diagram

It’s Nice to Know Other Agreed Upon Content Essential Content Concentric Circles Model of Curriculum Alignment

PLANNING FOR INSTRUCTION Teachers were reluctant to give plans to me No behavioral objectives No account for time Not in functional format Only one (English teacher) showed evidence of planning for higher level thinking.

Best of Class Typical Student Monitoring Effective use of PLC – Common assessments and using the data. No clear description of what mastery of curriculum looks like and no consistent reassessing process.

Assessment and Grading Practices Classroom Assessments Teachers are using various forms. All tests are common assessments. Assessments are not monitored by administrators. Only English teacher using higher level thinking Grading Practices All teachers use NC Wise – and have hard copy backups. Teachers use county policy for grades 65% - Tests 20% - Quizzes 15% - Homework

North Carolina ABC Accountability Information 88% proficient School of Distinction 157 / / 52474/552 85% 67% 87%86% 71% 74% 56% * Data gathered from ncreportcards.org

Process of Informing Parents EOC teachers vs. Non EOC teachers. Interim Reports Detailed weekly reports Phone calls Report Cards More pressure and workload on EOC teachers. No mention of morale issues???

 Lesson planning is unsatisfactory – needs to improve.  PLC is great!  Teachers interviewed were unconsciously competent.  Higher expectations set from administrators in lesson planning  Teachers must become consciously competent in order to sustain success and improve.

Systems always trump Vision Statements. Your Vision Statements are hanging on the walls, your Systems are happening down the halls! Andy Stanley