1. WHAT DO WE NEED TO KNOW AND UNDERSTAND ABOUT THE ROLE EXPECTATIONS? October 25, 2011 Tamara Bashore-Berg & Pamela Miller-Thompson Curriculum Leadership… What’s it all About?

2. Welcome Back! Revisiting 1 st Session Today’s Purpose & Outcomes Pre-assignment Review Systemic View – Context & Components The Role of Curriculum Leader What it takes Your Vision & Action Plan Resources & Review MASCD Wrap Up

3. Reflections from 1 st Session At your tables, revisit the concept of good core instruction and the systems needed to sustain it. As a group, identify:  Essential components of good core instruction  One or two systems requirements needed to ensure good core instruction  Two key “take-aways” you got from the first session

4. Today’s Purpose & Outcomes Purpose: Provide a context for the ever-evolving role of curriculum leaders Engage with key components of the curriculum leader’s role Apply learning and information to your role as a curriculum leader Outcomes: Big picture understanding of the current context Clarification on major role components Defined next steps for your role as a curriculum leader

5. Pre-assignment for Today’s Session Let’s Talk…  Question 1: Read the Introduction of Align the Design: A Blueprint for School Improvement, and identify the key message you took away from the reading.  Question 2: What information (reports, data, websites) would be essential for you to review in order to get a “lay of the land” and develop your “Curriculum Vision” for the district?  Question 3: How could you use the School Improvement Process, in terms of the key stages and steps, to create a “Curriculum Vision, Mission and Process” for your school district as the Curriculum Leader?

6. The Ever-Changing Context Federal  ESEA (NCLB)  Common Core  Response to Intervention (RtI) State  Implementing/embedding Common Core  Michigan School Improvement Framework  MI Excel, Persistently Low Achieving schools  Continuous Improvement and Monitoring System, RtI  School Code & PA 25 Local  District Strategic Plans/Improvement Plans/Board Goals  Building School Improvement Plans GIVEN: Accountability

7. Shifting Paradigms Access/ParticipationProgress/Success Legal CompliancePerformance/Results Teaching Content Ensuring Student Learning Multiple InitiativesALIGNMENT

8. Systemic View Effective curriculum leadership requires:  Big picture view  Strong vision  Ability to align initiatives, resources  A “blueprint” or process  Tools to implement the process

9. 9 One Common Voice – One Plan School Improvement Planning Process Do Implement Plan Monitor Plan Evaluate Plan Plan Develop Action Plan Study Analyze Data Set Goals and Measurable Objectives Research Best Practice Student Achievement Gather Getting Ready Collect Data Build Profile

10. Michigan School Improvement Framework

11. Connecting to Pre-Assignment Individually review the Introduction of Align the Design: A Blueprint for School Improvement In your small group, create a visual representation of how the 5 core processes outlined in the Introduction connect to the 5 Strands of the Michigan SI Framework Share one key connection with the large group

12. Getting Ready Collect Data School Data Profile School Process Profile Build Profile Analyze Data School Data Analysis School Process Analysis Summary Report Set Goals & Measurable Objectives Research Best Practice Develop Action Plans Implement Plan Monitor Plan Evaluate Plan One Common Voice – One Plan School Improvement Process Comprehensive Needs Assessment School Improvement Plan

13. Importance of REAL School Improvement Fundamental Aspects:  EVERY student benefits from the improvement initiatives  Plan is realistic, and based on data  Plan focuses on instructional needs  Clear alignment within the plan; resources and professional development align with goals & strategies – represents the “real work”  Plan is implemented, goals and strategies are monitored and evaluated for progress

14. Clarifying the Role of Curriculum Leader Key Components:  Curriculum, Assessment, and Instruction  Professional Development  Leadership and Working with Others Focused on SYSTEMIC ALIGNMENT

15. Three Key Questions for Curriculum Leaders… and Really, ALL Educators What do we need to teach our students? (Curriculum) How do we know they are learning it? (Assessment) What will we do when they don’t (or if they already get it)? (Instruction) - Rick DuFour

16. Key Aspects of Curriculum Leader’s Role with Curriculum Articulating the district curriculum focus  Written  Tested  Taught Ensuring alignment Ensuring that the written curriculum is consistently taught & tested Staying abreast of coming changes (Common Core) and how that will impact curriculum, instruction and assessment

17. Tested Written Taught Example of Misalignment

18. Written Taught Tested Alignment Focus

19. State curriculum District curriculum Grade Level Curriculum Lesson Plans Written Curriculum

20. MEAP/MME/ACT District Assessments Grade Level Tests Classroom Tests Tested Curriculum

21. Taught Curriculum Lesson Design Lesson Delivery Best Practice Differentiated Instruction

22. Vertical and Horizontal ARTICULATION Align Curriculum at Classroom Level Align Curriculum at Grade Level Align Curriculum with Grade Level Before & with Grade Level After

23. Common Core State Standards Common Core “Fewer, clearer, higher” College and career ready standards Internationally benchmarked Adopted by Michigan State BOE June 5, 2010 Adoption requires common core to represent at minimum 85% of state standards in mathematics and English language arts This will mean changes to our state assessments – “proficiency” will be at a much more stringent level! www.corestandards.org

24. Common Core State Standards Processing Activity How would you use the Common Core Standards to impact curriculum, assessment and instruction in your district K-12 for all subject areas (technology, science, social studies, electives, math and ELA)? Review pages 1 – 4 in Appendix A under ELApages 1 – 4 in Appendix A  Read paragraph 2 in this section – what are the implications for curriculum, assessment, instruction and student learning?

25. Key Aspects of Curriculum Leader’s Role with Instruction Ensure a common understanding of, and clear expectations for, quality instruction are established Ensure building principals know and can do what is required of them as instructional leaders Establish common procedures for monitoring what is happening with instruction in classrooms

26. Key Aspects of Curriculum Leader’s Role with Instruction

27. Processing Activity: How might you use “The Teaching and Learning Cycle” to guide all instructional staff throughout your school district/school in focusing on quality instruction?  Reflect & document individually  Pair/share

28. Key Aspects of Curriculum Leader’s Role with Instruction Build understanding of the need to ensure success for 80-85% of students in General Education classrooms, and what it takes Provide support/allocate resources for teacher instructional collaboration and training Provide guidance for comprehensive systems of prevention and intervention

29. Key Aspects of the Curriculum Leader’s Role with Assessment Require a balanced assessment system  Summative Assessment – Assessment OF Learning  Formative Assessment – Assessment FOR Learning Understand effective assessment practices & ensure all teachers are effective at creating and using assessments Require common assessments within grade levels and subject areas Ensure assessment results drive instructional changes, improvements, and student interventions

30. Key Aspects of Curriculum Leader’s Role with Student Learning Data Knowing your school & district data Modeling data-driven decision-making Allocating resources & ensuring access to data Fostering a collaborative, data-driven culture Requiring data-driven school improvement plans Ensuring comprehensive systems of prevention & intervention based on data are in place in every building

31. Key Questions About the Use of Student Learning Data What systems do we have in place for timely access to student data? Do staff have the skills necessary to analyze student learning data and make decisions based on that data? How do we ensure decisions are data-driven and designed to enhance student achievement? How are we using data to ensure student success in the general curriculum and to identify those needing interventions? Is this consistent across staff/schools? How are we using data to monitor student progress based on interventions? Is this consistent across staff/schools?

32. Clarifying the Role of Curriculum Leader Key Components:  Curriculum, Assessment, and Instruction  Professional Development  Leadership and Working with Others Focused on SYSTEMIC ALIGNMENT

33. Key Aspects of Curriculum Leader’s Role with Professional Development Being knowledgeable of Best Practice for Curriculum, Instruction, Assessment, and PD Ensuring alignment and intentionality of PD Providing effective, ongoing, job-embedded, data-driven PD for classroom teachers Allocating resources Fostering a culture of collaborative learning focused on ensuring the success of all students

34. Professional Development Alignment & Intentionality  What does are data suggest we need to focus on?  What do SI Plans, CNAs, Comprehensive Audits state? Quality Instruction  Instructional Leadership  Ensuring effective instruction in EVERY classroom  Best Practice/Evidence-based strategies) Balance  New Initiatives  Job Embedded

35. Modeling the Commitment to Continuous Learning “What distinguishes outstanding leaders is the clarity and persuasiveness of their ideas, the depth of their commitment and their openness to continually learn more.” Peter Senge

36. Clarifying the Role of Curriculum Leader Key Components:  Curriculum, Assessment, and Instruction  Professional Development  Leadership and Working with Others Focused on SYSTEMIC ALIGNMENT

37. Key Aspects of Curriculum Leader’s Role with Leadership Having a clear process to ensure efforts/initiatives are aligned and intentional –make the “big picture" clear Maintaining relentless focus on student learning and success and quality instruction Consistently focusing on, reinforcing and modeling the district vision

38. Key Aspects of Curriculum Leader’s Role with Leadership Modeling and expressing the professional expectation that everyone is part of a learning team Ensuring that building school improvement plans are implemented, monitored and evaluated Building principals’ capacity to be instructional leaders Building the district staff capacity by requiring shared leadership

39. Key Aspects of Curriculum Leader’s Role with Leadership Staying up to date on state and federal initiatives and sharing information Acting as a coach, facilitator, gate keeper, traffic controller, journalist….

40. Fall 2008

41. Walk and Talk Find a partner from another table Have a 3-5 minute conversation around this question:  How do I define “Shared Leadership” and why would it be important in schools today?

42. Personal Reflection on Shared Leadership What do I currently do or could I do to help influence shared leadership and responsibility in my district around success for every student?

43. What does it take? Simulation Activity – “Getting the Lay of the Land”  Identify focus area (math/ELA)  Review key documents provided for the focus area  Discuss and document trends, areas of concern, areas of celebration, and questions you still have  Respond to Guiding Questions  As a group, identify 2 top priorities you would recommend as curriculum leaders for the school, and your rationale for those recommendations  Each group will partner with another group to share their recommendations and rationale

44. Your Vision Vision…What is it, really?  A picture of what we can become that guides decision-making and actions  Provides a compelling sense of direction for a better future  Represents core beliefs and values  Is collective, clear, feasible and focused “ To create real change in this world, you have to have a vision…” Marguerite Sallee, CEO, Frontline Group

45. Importance of Personal Vision “Shared visions emerge from personal visions. This is how they derive their energy and how they foster commitment… If people don’t have their own vision, all they can do is “sign up” for someone else’s. The result is compliance, never commitment.” ~ Peter Senge The Fifth Discipline

46. Making it Real for YOU – Importance of Personal Vision Identify your personal vision in response to the following prompt: If I am truly able to use my influence as Curriculum Leader to support success for all students in my district, what would be different in my district five years from now?

47. Action Steps for Personal Development Based on your personal vision, identify key focus areas you want to focus on for your personal development Reflecting on today’s information, identify key concepts you want to investigate further Use the key focus areas and key concepts to outline an action plan for next steps:  What do you need or want to know more about immediately?  Are there key leverage point topics that would benefit you in your current role?

48. Wrapping Up Journal: As you think about the key components of curriculum leadership discussed today, what is your overall reaction? What do you feel really good about in terms of your preparation and expertise? What do you need to know more about? Post Assessment: Based on your increased understanding of the key aspects of curriculum leadership, what will be your initial primary focus? Why? Would your responses to questions 2 & 3 in the pre-assignment be any different based on today’s learning? Why or why not ?