Curriculum Leaders Institute

January 27, 2011 - 12:57pm

Developed for curriculum leaders for today's schools, this series of workshops focuses on the issues, resources, and skills that professionals need to keep your district ahead of the success curve of student achievement. Earn SCECH's, work toward professional endorsement for curriculum and instruction, and become a leader in your field. This series is developed especially for newer and aspiring curriculum leaders.

Michigan ASCD is now accepting applications for Cohort 7 of the CLI. To participate for the Central Office Specialty Endorsement, please submit your application with a current copy of your resume and Administrator Certificate.  Although participation for the Central Office Specialty Endorsement is encouraged, participation in the Institute strictly for professional learning is also permitted. 

Phase I (first year)

Day 1: Leadership and Change - (The Role of the District Learning Leader)

Description of the Session
 
This session will focus on the role of leadership in defining quality instruction. Dialog, processes, and resources will be provided that promote collective responsibility for defining and implementing quality instruction.
 
Specific Outcomes for the Session
  • What defines good core instruction
  • Process for assessing a district’s current instructional practices
  • Roles of competencies, culture, conditions and context in impacting transformation efforts
  • Fullan’s Six Secrets of organizational change
Key Topics
  • Clear vision
  • Coherent practices
  • Good core instruction
  • Effective systems for sustainability
  • Organizational change

Day 2: What Is Curriculum Leadership Vision - (Curriculum Leader Vision, Role and Work)

Description of the Session
 
This session will focus on the key aspects of the Curriculum Leader’s role in ensuring an aligned, high-quality system of curriculum, instruction and assessment. 
 
Specific Outcomes for the Session
  • Global, national, state, and local educational environments and how they impact the role of curriculum leader.
  • Key aspects of the curriculum leadership position and the status of those components in their own districts.
  • Strategies to assess alignment of curriculum, instruction and assessment practices.
  • The importance of shared leadership to ensure student success.
  • The Michigan School Improvement Framework (SIF) Strands as an overarching frame for their systems/leadership work.
  • Their individual vision for curriculum leadership.
Key Topics
  • Clear vision
  • Coherent practices
  • Good core instruction
  • Effective systems for sustainability
  • Organizational change

Day 3: The “What” & “How” of Curriculum - (Ensuring a Guaranteed and Viable Curriculum)

Description of the Session
 
Curriculum is what we want students to know and be able to do and how we want them to think and behave.  In 2013 we can hardly imagine the world our children will inhabit 25 or 50 years from now but imagining that world and attempting to prepare children to live in society, independently and in a contributing manner is our charge.
 
Schools must hold high expectations for all students, identify essential curricular content or ascribe to state or national standards, provide teachers with curriculum guides that are sufficiently detailed, sequence the curriculum vertically, horizontally and over the school year, gauge the amount of time needed, monitor instruction and align assessments so that the teachers can make instructional decisions and monitor student learning. 
 
This session will:
  • Provide a definition of a guaranteed and viable curriculum
  • Provide criteria to evaluate the quality of curriculum
  • Provide links and resources to state and national sites that illuminate issues related to the Common Core
  • Provide the participant with the means to understand the difference between pressure and support in an educational policy environment and some tools available to create change using both.
Specific Outcomes for the Session
 
Participants will:
  • Clarify their own thinking about the purpose of public schools and the implications for overseeing a guaranteed and viable, standards-based curriculum.
  • Obtain available resources explaining the Common Core curriculum and evaluate methods/suggestions for comparing existing curriculum to the Common Core.
  • Obtain a framework for monitoring curriculum including understanding the difference between pressure and support and the tools accompanying both that create change and support quality systems.
Key Topics
  • Common terms and definitions used in the field of curriculum
  • Criteria for evaluating quality of curriculum
  • National and state curriculum landscape, including -Common Core
  • Monitoring and implementing curriculum
  • Difference between good and bad policy and deciding when policy is needed

Day 4: Balanced Assessment

Description of the Session
 
This session will provide an overview of balanced assessment systems. Such assessment systems are comprised of three major components:
  1. Summative Assessments – These assessments are defined as annual assessments of a large number of skills that provides an overall score in a content area or sub-area. The purpose for using such measures is to provide an overall view of the performance of each child in the area assessed. Such assessments are typically used for accountability and school improvement purposes
  2. Interim Benchmark Assessment – These are assessments given periodically throughout the school year. These may be given periodically, such as at the end of each marking period or quarter of a semester, or they might be administered at the end of each unit of instruction. These assessments might be used for grading or to determine who is likely to do well on the annual summative assessments.
  3. Formative Assessment Strategies for Classroom Teacher Use – These are strategies that teachers plan to use as they teach to determine if students have learned what they are teaching. If not, teachers also have a plan for how to re-teach the material immediately. If students have learned the material, the teacher has planned to move on.
Participants will prepare an inventory of the assessments used in their school or district, including those that are state-mandated and ones that have been selected at the local level. Then, in order to better understand the quality of each of these types of assessments, participants will learn about the characteristics of good assessment and then will be given the opportunity of determining the quality of the assessments used in their district.
 
By the end of the session, participants will have a good idea about areas of need for improving the selection and use of student assessments in their district. This needs assessment could serve to assist the participant and his or her district to improve the use of assessment to improve instruction and student learning.
 
Specific Outcomes for the Session
  • Understand different purposes and uses for assessment
  • Understand that different users have different purposes; all are valuable
  • Know the different types of assessment instruments
  • Describe the keys to quality and explain their importance
  • Creating a balanced assessment system in their district
Key Topics
  • Introduction to Learning Teams
  • Provide an overview of the elements of a balanced assessment systems
  • Describe the users and purposes for student assessment
  • Give detailed information on summative, interim and formative assessments
  • Describe the five keys to quality assessment 
  • Overview of a variety of assessment methods
  • Balancing the assessment components
  • Implementing a balanced assessment system in your school or district  

Day 5: Quality Instruction

Description of the Session
 
This session starts with a focus on continuous school improvement by discussing the alignment and targets for Quality Instruction.  The session embeds the work of Quality Instruction with the continuous school improvement process. 
 
This session will provide information and a depth of understandings on Quality Instruction.  We will investigate the Quality Instruction research and discuss the implications of knowing what it looks and sounds like in a building and classroom.  Once we have an understanding of Quality Instruction, the participants will then work on how we monitor quality instruction and assure it is happening in every classroom for every student.  We will discuss how a walk through and a learning walk help this monitoring effort.  We focus on what the students are doing when quality instruction is being provided.
 
This session also takes time to understand data points.  What data is collected?   Why collect it?  What do we do once it’s collected?  We also discuss the need to have the data driven culture as a regular part of the daily routine and system for the classroom, building and district. 
 
Monitoring the plans and progress on the work is a focus point for the session also.  We take time to talk about how and what a process for monitoring the SI plan and Quality Instruction would work within the district, building and classroom.  The monitoring will help build the need for educational policies and practices that will mandate the details for ongoing improvement.  This educational policy portion of the session is critical to the success of a system wide process.
 
Specific Outcomes for the Session
  • Participants will understand how to insure quality instruction is evident in every classroom
  • Participants will understand the importance of effective communication with district administrators
  • Participants will understand the  role of data collection and interpretation in quality instruction
  • Participants will understand the value of process and procedural tools in the school improvement process
  • Participants will understand how to effectively conduct school audits
  • Participants will learn how to effectively find and use research, tools and resources for implementation of school improvement plans
  • Participants will connect statewide school indicators to their work as a district instructional leader
  • Participants will define the role of educational policies
Key Topics
  • Defining quality instruction
  • Planning for quality instruction
  • Role of curriculum leader and quality instruction
  • Types of Data and how to connect data to quality instruction
  • Educational policies that lead to quality instruction
  • Documenting school processes and procedures
  • Conducting audits
  • Research, Tools and Resources for Implementation

Phase II (second year - separate registration process)

Day 6: Relationships and Culture

Description of the Session
 
More and more evidence is indicating a strong correlation between school culture and student learning. This workshop will examine this relationship, define the core elements of school reculturing, discuss the roles and responsibilities of curriculum directors in this work, and provide tools and strategies for building strong, positive school cultures.
 
Specific Outcomes for the Session
 
At the conclusion participants will be able to:
  • Explain the elements of school restructuring and reculturing
  • Describe the similarities and differences between friendships and working relationships
  • Analyze the role of the central office in developing healthy school culture
  • Define trust and explain its importance in schools 
  • Use tools for building trust
Key Topics
  • Student learning
  • Culture
  • Relationships
  • Trust

Day 7: PLCs and PD - (Accountable Learning Communities)

Description of the Session
 
Informed by the standards provided by the National Staff Development Council for quality professional development, this learning experience focuses on the implementation of knowledge and strategies. During the session, participants will fine-tune their understanding of what effective professional development is, how to support it, and how to assess it in their schools and districts. A highly interactive session, learners will learn from the facilitator, each other, DVDs and professional reading and discussion.
 
Specific Outcomes for the Session
  • To learn the standards for quality professional development established by the National Staff Development Council.
  • To understand how ongoing professional learning differs from traditional views of professional development.
  • To clarify the key ideas of a professional learning community and how they support the continuous improvement of practice in schools and districts.
  • To learn key points about adults as learners and their needs for a balance of accountability and support.
  • To learn a wide variety of strategies for promoting and supporting teacher collaboration around curriculum, planning, teaching and learning, and assessment.
  • To use a simple planning tool for planning and facilitating sound professional learning experiences in school and district settings.
Key Topics
  • Adults as Learners
  • Collaboration
  • Professional Learning
  • Study Groups
  • Embedded Professional Development
  • Protocols
  • Assessment of Professional Development

Day 8: Staff Evaluation & Program Accountability Systems

Description of the Session
 
This professional learning session, facilitated by a former central office administrator and an educational consultant, will provide an overview of the state’s new law about teacher and principal evaluation while offering specific examples of how districts are, and should be, addressing these new challenges. Educational leaders at all levels will strengthen and expand their knowledge, skills, and resources for implementing systems which support quality evaluation processes for both personnel and programs in their classrooms, schools and districts.
 
Specific Outcomes for the Session
  • To clarify the expectations and requirements of the new state law about annual teacher and principal evaluation processes to include student achievement.
  • To examine samples of processes and instruments used in districts to meet the law.
  • To learn strategies for planning and conducting meaningful planning and reflecting conversations in teacher and principal evaluation processes focused on professional growth and student achievement.
  • To determine ways to integrate other professional learning experiences into the evaluation processes.
  • To determine the key factors of program accountability.
  • To use data and other assessment materials and high-impact strategies for assessing the effectiveness of current and newly implemented programs in classrooms, schools and districts: alignment of curriculum, instruction and assessment; professional development; and personnel evaluation processes.
Key Topics
  • Teacher Evaluation
  • Principal Evaluation
  • Performance Improvement Plans
  • Work with Probationary and Tenured Teachers
  • Student Achievement as Part of Evaluation
  • Coaching Strategies for Improving Professional Performance
  • Feedback Loops
  • Evaluation of Teachers & Administrators
  • Program Evaluation
  • Professional Development

Day 9: Learning Leader: Planning and Managing Resources

Description of the Session
 
School districts must be about the business of managing their core work, which involves a focus on teaching and learning as a priority.  In a time where innovation and “re-imagining” education is critical but resources are scarce, leaders need to be thoughtful, trustworthy, equitable, and creative in their planning and allocation of resources.  Adherence to one’s core values as a leader, and the maintenance of courage and integrity in decision-making will be essential.
 
This session will focus on Strand #3 of the Michigan Program Standards for Administrator Preparation: “Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient and effective learning environment”.
 
Specific Outcomes for the Session
 
Participants will:
  • Develop a “balcony view” of all initiatives currently in place in their districts, and examine each initiative in terms of its direct connection to the district vision, and its impact on student achievement (what Douglas Reeves terms “conducting an implementation audit”)
  • Discuss and learn about the resources currently available for supporting critical initiatives
  • Examine processes and protocols for “involving stakeholders in aligning resources and priorities to maximize ownership and accountability”        (Standard 3.7)
  • Learn about strategies for communicating their vision, their priorities, and decision-making processes that will be used to align resources
  • Understand the importance of courage and integrity with regard to decisions, and be equipped with strategies to maintain relational trust in their districts
Key Topics
  • Clarity Around The Vision of Your District:  The global view of district initiatives and their connection to student achievement
  • Current resources ( grants, etc) and their appropriate use
  • Decision-making processes:  Involving stake-holders and developing ownership
  • Courage and integrity in leadership:  Aligning your actions to your beliefs;  maintaining relational trust

Day 10: Technology/Reflection & Synthesis

Description of the Session
 
The final session of the Curriculum Leaders Institute will be devoted to the Change Initiative Process (CIP) and its relationship to the selected Administrative Standards. Candidates will have an opportunity to review the requirements for the CIP and integrate this process with the tools that have been offered during this two-year journey. Candidates will also have an opportunity to hear more about topics of interest that have been offered in class and tools that they can use in their work.
 
Specific Outcomes for the Session
 
By the end of this session it is intended that each participant will have all the information needed to both assemble their final portfolio, and have a clear plan for preparing their final presentation for the Specialty Endorsement.
 
Key Topics
  • Administrative Standards Matrix
  • Assessment/Evaluation Tools and Application
  • Portfolio Contents
  • Final Presentation