1. Chic Foote Helix Consulting chic.foote@helix.ac.nz From Vision to 21 st C Learning Community

2. Links http://helixconsulting.wikispaces.com/ Twitter - @chicfoote Facebook Page - https://www.facebook.com/HelixConsulting NZ https://www.facebook.com/HelixConsulting NZ TodaysMeet – http://todaysmeet.com/NASDAPFri http://todaysmeet.com/NASDAPFri

3. Backwards Design Unpacking the Vision Review Revise Renew KROMKRATHOG at FreeDigitalPhotos.netFreeDigitalPhotos.net

4. Interconnected and Aligned Data DrivenDeep Purposeful Conversations Individual Teams Departments Levels School wide erikvanslyke.solleva.com/2jenn Within Across

5. Skills Communicate Collaborate Connect Create Think Critically Literacies Basic Information Media Global Network Digital Citizenship With thanks to Silvia Rosenthall Tolisano www.langwitches.com Fluencies Media Info Digital Citizenship Collaboration Solution Creativity Fluencies Media Info Digital Citizenship Collaboration Solution Creativity How will you embed these?

6. 1 Laying the foundations Starting with the end in mind Identifying the ‘Story’ 2 The process in practice Strategies and Examples Gap Analysis 3 The Design Process Key stages Expected Outcomes & Indicators of Success Outline for the Day

7. Shifts in Thinking To Unconnected thinking An environment of isolation Perceived reality Individual autonomy Systems thinking Collegiality Information driven reality Collective autonomy Source: Hall, Pete. Simeral Alisa.(2008) Building Teachers’ Capacity for Success. Alexandroa, VA:ASCD From

8. Achieving the “End in Mind” Specific Responsive Measurable digitalart/digitalphotos.net.

9. Curriculum Mapping Phases Phase 1 Phase 2 Phase 3 Phase 4 Laying the Foundation Launching the process Maintaining, Sustaining & Integrating the Process Advanced Mapping Tasks

10. Story - What’s your story? How does your story impact the vision for your learners? What strategies enable us to effectively reflect the hopes and dreams of all members of the learning community? How might your story inform the development of transfer goals?

11. Mission….is an innovative 21st century learning community. Our mission is to inspire each student to be a confident, creative, caring, and moral individual prepared to adapt and succeed anywhere in a rapidly changing world. We provide ………based education with a global perspective that results in a love of learning, academic excellence, a balanced life, and service to others. Vision ….offers opportunities for students to reach their full potential to become caring, competent, knowledgeable young people who are dedicated to making a positive difference anywhere in the world.

12. 1. Purposeful Relevant Current Connected Aligned 2. Social Local Global Digital 3. Reviewed Revised Renewed Responsive Direction Strategic School Vision

13. Backwards Design Reference: Jay McTighe & Grant Wiggins. Schooling by Design. ASCD Examine the Vision – Essential Questions Establish Expectations -Transference - Understandings Identify Observable Indicators – Dispositions, Fleuencies, Skills & Knowledge Identify Observable Indicators – Dispositions, Fleuencies, Skills & Knowledge Differentiate across the levels

14. Mapping the Foundation Transfer Goals Big Ideas Understandings Essential Questions KnowledgeSkills/Dispositio ns

16. Efffective Professional Inquiry Relevant and EmbeddedA Comprehensive Approach Source: Darling Hammond, Linda. (2010) The Flat World and Education: How America’s Commitment to Equity Will Determine Our Future Teachers. New York: College Press.

17. 1 Laying the foundations Starting with the end in mind Identifying the ‘Story’ 2 The process in practice Strategies and Examples Gap Analysis 3 The Design Process Key stages Expected Outcomes & Indicators of Success Outline for the Day

18. 6. Immediate or Long Term Development 6. Immediate or Long Term Development Suspend all Judgment Classroom Implementation 1. Individual 2. Common or Mixed Group 1. Individual 2. Common or Mixed Group 5. What does it tell us? What does this mean? What are we going to do with it? 5. What does it tell us? What does this mean? What are we going to do with it? Adjust

19. Process Begin with a individual review Provide a framework for the review feedback Establish clear professional inquiry focus / review elements Evidence based Maps /Documents accessible and transparent Time allocated Expectations clear

20. Individual Small Group Whole Group Review Process

21. Initial Review Categories

22. Protocols Teachers have the focus and organisation well in advance All judgment suspended All contributions accepted Outcomes and analysis shared and acted on by all

23. AttendeesProf Inquiry Evidence of SuccessChallenges Barriers /Puzzles of Practice Informing Practice Actions RequiredRed Flags Immediate:Long term

24. Considerations when we Apply the Review Cycle Who is involved?How is it organised?How do we gather and collate the information?How is it fed back?How is the cycle continued?

25. Committment Establish SystemsSupport StructuresTime HonouredClarity of Expectations – “End in Mind”

26. Design Structural Sequential Deliberate Connected Aligned Sira Anamwong/freedigitalphotos.net

27. Process and Practices Steps Considerations Research to inform Identify an End in Mind Select facilitator Establish a core team Analayse Current situation Identify potential professional inquiry foci & select Plan to build on strengths and address gaps Establish a process and structure Embed process in school calendar Organisation Best fit - core team Reflective practice strategies Systems for documenting maps Consistency of - Processes - Protocols - Messaging - Expectations Expected outcomes Implementation Strategies Documenting all elements of the process

28. What curriculum conversations are taking place in your school? How do they align and inform school wide practice? What structures exist and what would you need to create?

29. 1 Laying the foundations Starting with the end in mind Identifying the ‘Story’ 2 The process in practice Strategies and Examples Gap Analysis 3 The Design Process Key stages Expected Outcomes & Indicators of Success Outline for the Day

30. Essential Questions 1.How might curriculum mapping lead to cohesive and empowered learning communities? 2. What is required to establish and sustain a richly engaging learning community for all? photocredit:Fredrik Von Erichsen via The Guardian Eyewitness series

32. Relevance V’s Irrelevance Developing New Forms freedigitalphotos.net/ KROMKRATHOG Keeping the End in Mind In An Ever Changing World

33. freedigitalphotos.net What will it Take?

34. Sustaining Responding Open Inclusive Creating Cohesive Pathways

35. Explore Sift Sort Select Decide freedigitalimages.net What? Identify Possibilities

36. Connected Aligned Relevant freedigitalphotos.net/ddpavumba How?

37. Review freedigitalphotos.net/ stockimages Reflect Revise

38. Renewal New Forms Upgrades

39. Future Focused Lasting Lifelong Impact Maintain the End in Mind

40. Daniel Pink – A Whole New MInd Pink, Daniel. (2005) A Whole New Mind. River Head Books