Curriculum Mapping Leadership Team Planning Based on the work of Heidi Hayes Jacobs, Ph.D. and Susan Udelhofen, Ph.D.
Dec 28, 2015
Curriculum MappingLeadership Team Planning
Based on the work of Heidi Hayes Jacobs, Ph.D.
and Susan Udelhofen, Ph.D.
What Responsibilities Does the Leadership Team Have?
Oversee the process Team members become the “Go To
Person” for their school buildings Must know
why Curriculum Mapping is important where it is going how they are going to get there
Create a 3-Year Plan Administration MUST be actively involved
Administrator Support Is Crucial!
Administrators must: Have a good understanding of the process Celebrate and recognize the value of the process with
teachers and communicate this at every opportunity Communicate the process to school board and
parents Stay abreast of the process and provide the needed
leadership, support and time Be flexible and forgiving in order to learn what is
taught and not taught Assure teachers during the mapping process-maps
are not use for evaluation
Research-Based Principles of An Effective Learning Environment
Collaboration Reflection Shared Vision for Professional Growth Student Learning
The process of curriculum mapping incorporates all four principles and brings educators together to learn from their practice as they share their insights to create a positive, effective learning environment for students.
Paradigm Shift on Two Fronts
Curriculum is no longer an individual choice or action - individual curriculum maps are made public shared changed modified
Curriculum is never “finished” - rather it is the beginning of a dynamic process
Curriculum Mapping Is The Decision-Making Hub of the District
Strategic Planning Standards Professional
learning communities
NCLB Teacher mentoring
Literacy Critical thinking
District Data Staff Development
Accountability
Technology
What Is Mapping?
Calendar based Process for collecting data
representative of the operational (real) curriculum in a school and/or district
Why Create Curriculum Maps?
Locates gaps, repetitions, areas for integration,assessments
Authentic alignment to standards Accountability Communication and Reflection We rarely have these conversations!
Identify what occurs throughout the entire school year A picture of students’ experience from grade to grade Teacher expectations to parents and students
Mapping Process Can Improve School Culture
Shared sense of purpose Opportunity to share Provides time to reflect Builds Professional Learning
Communities within the school Analyze and debate to improve Increases test scores
Meaningful Assessments:Mapping Can Provide the Help
Assessments clearly connected to content and skills Balanced assessments Assessment preparation for high-stakes
assessments Not teaching to the test but rather teaching to the
standards that will be assessed on the tests Does my curriculum reflect what is being tested
and the vocabulary content that is presented? “Real World” applications
Analyzing curriculum maps can help you find the answers and build a more meaningful
and connected curriculum
Identify Curriculum Repetitions and Gaps
Recognize the difference between repetitions and redundancies
Examine maps for gaps in Content Skills Standards Assessments
Spiraling is the goal
Standards analysis
Identifies the standards that are or are not being taught and assessed Identifies standards and curriculum alignment Defines what alignment really means Provides forum for discussion of crucial
standards
The Curriculum Mapping Process
Step 1: Collecting the data: each teacher creates a map individually
Step 2: First read-through: teachers read each other’s maps also done individually
Step 3: Small mixed group reviews: sharing findings from editing
Step 4: Large group comparisons: sharing findings from small group review
Step 5: Determine immediate revision points Step 6: Determine points requiring some research
and planning Step 7: Plan for next review cycle
Approximate Time
MINIMUM of half day per prep K-2 Language Arts will take longer First time through will take longer First year teachers may need help
Challenges, Questions, & Issues
Haven’t we done this before? Is there a right or wrong? I don’t want to do this alone. How do I know this is going to be used? This is a lot of work. How do I know what I’ll be doing in
November? How can I edit fifth grade math when I am
a 10th grade English teacher? What do I know about math?
What if some teachers refuse?
The Best Part:The Evolution!!
Collaboration• Learning and talking with one another• Working together to improve practice• Supporting each other
Reflection• Identifying and focusing on key issues• Analyzing and talking about “real” teacher-generated data
Sharing A Vision• Setting the direction for meaningful reform
Student Achievement• As we become better and more informed student
achievement will improve• “You mean I don’t HAVE to teach dinosaurs?!?”
Tailoring the Process to Your District: Dealing With Reality
Teacher input School and district culture Strategic plan Deliberate timetable Available time Support and leadership at every site How to begin (one step at a time)
• May start small• Every subject area?• One site?
Sustaining the Momentum
Commitment and responsibility from all teacher and administrators
Student involvement Parent involvement School board support
Share results Continually (at least 3 times per year) revise and
update the maps Focusing on key issues
Maps are basis for discussions regarding all teaching matters
Use a software program Establish site-based councils
Ways to Continue the Process
Hire floating substitutes In-service days Supt./Principal take class while
teacher works Early release/late starts ½ day subs
When teachers have time to work there must be a clear purpose and an end product that is required!!!
Making A Plan For Implementation
Communicating with teachers at the onset Year one plan Year two plan Year three plan
See planning template
Contact Information
Region 3 Education Service Agency Platte office 337-2636
Susan Udelhofen Contact Information: 608-274 -1864 [email protected] Su-consulting.com