IOWA CORE CURRICULUM LEADERSHIP TRAINING Day Two.

IOWA CORE CURRICULUM LEADERSHIP TRAINING

Day Two

WELCOME Back!WELCOME Back!

Homework Review

1. Iowa Core Curriculum vision

2. Communication plan

3. Continuum Mapping Tool

Course Objectives

• Understand the Implementation Plan Framework

• Understand and engage in a Self-Study

• To deepen knowledge of the essential concepts and skill sets of the Iowa Core Curriculum

• Gain initial knowledge of Characteristics of Effective Instruction

Today’s Objectives

• Build an understanding of the Implementation Plan

• Complete Self Study for Outcomes One, Two, and Three

• Introduce “Characteristics of Effective Instruction”

Implementation Plan Framework

Purpose:

Build an understanding of the Implementation Plan Framework

Implementation Plan:Stakeholders

• Read pages one through four of the Implementation Plan

• Identify three points that need to be communicated to each stakeholder group

• Share with your team

Implementation Plan:Capacity and Planning

What does your school need to proceed to ensure that all students are being taught and learning the essential concepts and skills?

What steps will need to be taken to design your Implementation Plan?

Iowa Core Curriculum Self -Study

Aspects of the Self Study

• Purpose and Use

• Recommended Practices

• Content

• Process and forms

Purpose and Use

• Baseline data for each outcome

• Progress monitoring of implementation

• Prioritization of need for action

• State evaluation of Iowa CoreCurriculum rollout and implementation

Recommended Practices

• Diverse stakeholder input- District Leadership

Team/stakeholders- Implementation Plan

• Facilitators- Maintain Results

• Data collection/reporting- Scoring Rubric and Consensus

- Rating Form

• AEA as partners

Content: Iowa Core Curriculum Outcomes

• Outcome One: Leadership• Outcome Two: Community• Outcome Three: Schools• Outcome Four: Alignment• Outcome Five: Professional

Development• Outcome Six: Instruction and

Assessment

Completion of the Self Study• Advanced Organizer

• Facilitation through the process

• Paper now/on line in the future

Advance Organizer

• Identify

• Present

• Review

• Discuss

• Rate

• Vote

• Prioritize

• Record

• Evaluate

• Submit

Step One: Identify Self Study Respondents• Representative Group• Iowa Core Curriculum Leadership

Team• Individuals with knowledge of

district structures, policies and procedures

Step Two:Present Scoring Rubric

Step Three: ReviewStep Four: Discuss• Each member receives a copy of

the Outcome Guidance and Scoring Rubric

• Two representations of the same information, more/less detail

• Each member reads documentswithout making ratings

• Group “Questions and Answer”

Step Five:Individual Rating

• Each member rates each action on the Scoring Rubric

Step Six: Vote: Consensus Rating

Fist to Four Process – Round 1

Within each tem identify:• Facilitator• Time keeper• Recorder

Staring with Action 1, Fist to Four Vote• Most frequent – modal number• Make amendments based on votes

Step Six:Vote: Consensus RatingFist to Four Process – Round 2

All persons vote again on this action

Record answer on Consensus Rating Form

If consensus is not reached, further discussion and votes until “modal number” emerges

Continue voting process

Step Seven:Action Planning• Engage team in

conversation

• Identify top two or three areas that would be priorities for initiation action planning

• Identify initial ideas about possible action steps

Step Eight:Record Ratings

Item Baseline Priorities Initial Ideas for Next Steps/Activities

Action 1. District Leadership Team is established and operating to implement Iowa Core Curriculum.

0 1 2 3 4

Action 2. District Leadership Team consistently communicates a clear and shared vision for the Iowa Core Curriculum.

0 1 2 3 4

Step Ten:Submit: Forms to AEA

Send a copy of your completed Consensus Rating form to:

Barb Brunkan

[email protected]

Amy Wichman

[email protected]

LunchLunch

Welcome Welcome BackBack

Working in the Inner Circle

• Content

• Instruction

• Assessment

Essential Concepts and Skills • Divide into “content” areas• Read through the document• Record individual responses

in upper left quadrant• Complete windowpane in

group• Share with your school team

28

Reviewing the Essential Concepts and Skill SetsDiscuss• What connections between or

among content areas can you find? Describe at least three.

• How might these essential concepts and skill sets impact the local curriculum of a school or school district?

And…..how is this work to be accomplished

Characteristics of Effective

Instruction

Introduction toCharacteristics of Effective Instruction

• Teaching for Understanding

• Assessment for Learning

• Teaching for Learner Differences

• Rigor and Relevance

• Student Centered Classrooms

Teaching for Understanding

“In short, we must teach for understanding in order to realize the long-term payoffs for education.”

David PerkinsAmerican Educator: The

Professional Journal of the American Federation of Teachers

Teaching for Understanding

Teaching for UnderstandingDirections:1.Number off 1 – 62.Go to assigned table3.Review Teaching for

Understanding (pages 6 -8 of Perkins article)

4.Complete Definition and Characteristics

Teaching for Understanding

Things to consider…..

• Students?

• Leadership?

• Teachers?

• Data?

• Professional Development?