Supporting Rigorous Curriculum (By Overcoming Isolationism)

Supporting Rigorous Curriculum (by overcoming isolationism)

Title: Supporting Rigorous Curriculum (by overcoming isolationism)
Description: Participants will examine ways to overcome isolation and manipulate time, resources, and people to support the implementation of a rigorous curriculum (including leading a staff meeting). The application focus is that participants will provide teachers with time to work on developing and strengthening the curriculum.
Participants are expected to purchase the book Results Now
NOTES:
·  PD hrs: If you are interested in facilitating this workshop for “Professional Development Hours” through ASU, please contact us at for details (including an Attendance Roster Form and a Participant Feedback Form)
·  FEEDBACK: We would appreciate feedback regarding the quality of this PD Facilitator Kit and/or suggestions for improvement (including participant feedback and/or recommended changes to the Facilitator PowerPoint and/or Facilitator Guide). Please email feedback, comments, or suggestions for improvements to (be sure to include the exact name of the workshop).
TARGETED LEARNING FOR THIS WORKSHOP
Note: It is recommended that the facilitator post the objectives and guiding questions (also applicable VAL-ED Research-Based Critical Behaviors and relevant ISLLC Standards).
Introduction to the Instructional Leadership Model
Targeted Objectives:
·  Participants will be introduced to the "Instructional Leadership Model" (a systems thinking approach).
·  Participants will pre-assess their application level of the critical behaviors. (Research-Based Critical Behaviors are presented through the introduction of the action plan.)
Research-Based Critical Behaviors (Vanderbilt University research found that the following principal behaviors have a direct & significant influence on teachers’ performance)
·  The introduction emphasizes a systems thinking approach regarding key processes & core components. Specific behaviors relevant to this workshop are listed in the action plan.
ISLLC Standard: (based on a ISLLC Standards Rubric derived from the ISLLC Performance Expectations & Elements)
·  The introduction is not aligned to specific ISLLC Standards
Key Vocabulary
Core Components, Key Processes, Research-based Critical Behaviors (see action for specific definitions)
Key Words
·  VAL-Ed Workshop, ISSLC Workshop, administrator professional development, principal expectations
Main Segment: Supporting Rigorous Curriculum (by overcoming isolationism)
Targeted Objective(s):
·  Participants will determine how to use or manipulate time, resources, and people support a rigorous curriculum
·  Participants will connect learning to Research-Based Critical Behaviors and apply learning to developing an action plan to impact teacher performance and student learning
Guiding Questions:
·  How do instructional leaders support teachers to teach a rigorous curriculum?
Research Based Critical Behaviors:
·  Supports teachers to teach a curriculum consistent with state and national content standards.
ISLLC Standards:
·  ISLLC 2.B Rigorous Curriculum and Instruction
Key Vocabulary:
Agenda and Segment Titles / Time in Minutes / Notes
Introduction to the Instructional Leadership Model & Overview / 20
Supporting Rigorous Curriculum / 50
Conclusion & Development of an Action Plan / 20
TOTAL TIME / 90 minutes (1.5 hrs)
Professional Development Standards Correlations
National Staff Development Council (NSDC) has three strands of professional development standards: Context; Process; and Content. This workshop addresses the following NSDC standards:
Context Standards
·  Staff development that organizes adults into learning communities whose goals are aligned with those of the school and district. (Learning Communities)
·  Staff development that requires resources to support adult learning and collaboration. (Resources)
Process Standards
·  Staff development that applies knowledge about human learning and change. (Learning)
·  Staff development that provides educators with the knowledge and skills to collaborate. (Collaboration)
Content Standards
·  Staff development that prepares educators to understand and appreciate all students, create safe, orderly and supportive learning environments, and hold high expectations for their academic achievement. (Equity)
·  Staff development that deepens educators’ content knowledge, provides them with research-based instructional strategies to assist students in meeting rigorous academic standards, and prepares them to use various types of classroom assessments appropriately. (Quality Teaching)
Participants are expected to purchase the book Results Now
Materials
·  Facilitator Guide for Supporting Rigorous Curriculum
·  Facilitator Power Point for Supporting Rigorous Curriculum
·  Agenda (facilitator makes this on chart paper)
·  Chart stand (if available—if not, need ‘painter’s tape’ for painted or stucco walls and surrounds)
·  Felt tip pens in dark colors to script the text of the chart; light colored felt-tip markers in light colors
·  Chart paper, Post-It Notes, Note paper, Pens,
Handouts
·  Action Plan
Readings
·  Results Now Chapter 2 –Isolation: The Enemy of Improvement
Videos:
·  none
Research Included
·  Bower, Heather R., & Powers, Joelie. (2010). What is Rigor?: A Qualitative Analysis of One School’s Definition. Academic Leadership.
·  Edmunds, R. (1979). A discussion of the literature and issues related to effective schooling, St Louis, MO: CEMREL
·  Newmann, F.M., (1992). Student Achievement in American Secondary Schools. New York, NY: Teacher College Press
·  Newmann, F.M., B.M. King, and D, L. Carmichael (2007). “Authentic Instruction and Assessment: Common Standards for Rigor and Relevance in Teaching Academic Subjects”. Des Moines, IA: Iowa Dept. of Education.
·  Rigor and Relevance Handbook (2002). Rexford, New York: International Center for Leadership in Education.
·  Steinberg, L., Brown, B., & Dornbusch, S. (1996). Beyond the classroom: Why school reform has failed and what parents need to do. New York: Simon & Schuster.
·  Teddlie, C. and Reynolds, D. (2000). The international handbook of school effectiveness research. London, New York; Falmer Press
·  Schmoker, Michael J.(2006). Results Now: How We Can Achieve Unprecedented Improvements in Teaching and Learning. Association for Supervision and Curriculum Development (ASCD).
References
·  Bower, Heather R., & Powers, Joelie. (2010). What is Rigor?: A Qualitative Analysis of One School’s Definition. Academic Leadership.
·  Edmunds, R. (1979). A discussion of the literature and issues related to effective schooling, St Louis, MO: CEMREL
·  Newmann, F.M., (1992). Student Achievement in American Secondary Schools. New York, NY: Teacher College Press
·  Newmann, F.M., B.M. King, and D, L. Carmichael (2007). “ Authentic Instruction and Assessment: Common Standards for Rigor and Relevance in Teaching Academic Subjects”. Des Moines, IA: Iowa Dept. of Education.
·  Rigor and Relevance Handbook (2002). Rexford, New York: International Center for Leadership in Education.
·  Steinberg, L., Brown, B., & Dornbusch, S. (1996). Beyond the classroom: Why school reform has failed and what parents need to do. New York: Simon & Schuster.
·  Teddlie, C. and Reynolds, D. (2000). The international handbook of school effectiveness research. London, New York; Falmer Press
·  Schmoker, Michael J.(2006). Results Now: How we can Achieve Unprecedented Improvements in Teaching and Learning. Association for Supervision and Curriculum Development (ASCD)
·  Elliot, Stephen, Goldring, Ellen, Murphy, Joseph, & Porter, Andy (July 2009). Vanderbilt Assessment for Leadership of Education: Handbook Implementation & Interpretation. Nashville, Tennessee. Discovery Education Assessment
·  Bruce Wellman and Laura Lipton (2004). Data Driven Dialogue. Miravia LLC
FACILIATOR RESOURCES
·  Instructional Leadership Matrix: Core Components & Key Processes
·  Instructional Leadership Model (for poster)
·  Five Reasons (graphic organizer)
·  Norms Development Framework
·  ISLLC Standards Rubric
Content Expert: Julia Kelly, Debra Gomez, Marsha Speck, Julius Koenigsknecht, Kathy Sheppe, Toni Reynolds
Introduction of the Instructional Leadership Model (and overview)
Management Considerations, Notes, etc (for Introduction of the Instructional Leadership Model)
·  The “Introduction of the Instructional Leadership Model” presents a systems thinking approach to the many components that impact teacher performance and student achievement, and is based on the Vanderbilt University research. Each workshop segment in the Instructional Leadership Series represents one component of a systems thinking approach to instructional leadership. The Instructional Leadership Series provides professional development opportunities for principals to gain a deeper understanding of each component, to recognize the level of implementation of each component in their school, to identify the leverage points applicable in their school, and apply concepts within a systems thinking approach. (Note: A leverage point is a specific component where improvement is needed, and improvement in the implementation of that component will have the most significant impact of teacher performance and student achievement.)
·  If this is the first workshop in the series for the participants, this systems thinking approach is a critical part of the Instructional Leadership Series and must be discussed thoroughly.
·  If participants have previously discussed this systems thinking approach, the facilitator may quickly review the systems thinking approach (5 minute overview/reminder).
·  Each workshop in the Instructional Leadership Series focuses on one VAL-ED Core Component, one VAL-ED key process, and a set of Research-Based Critical Behaviors. The Research-based Critical Behaviors are used to focus thinking at the beginning of the workshop through the introduction of the action plan. At the beginning of the workshop participants do a “pre-assess” of their application level of the critical behaviors related to that specific core component and key process. At the end of the workshop participants create an action plan including “who will do what by when,” which is typically focused on one prioritized Research-Based Critical Behavior (listed in bold on the Action Plan).
Notes:
·  [#] The number of the PowerPoint slide that aligns with that portion of the presentation is listed in bracket
·  Each segment in the template contains the objective and guiding questions for that unit. Each segment in the PowerPoint begins with a slide entitled “Segment Guiding Questions”
·  Ask the superintendent in advance to prepare a welcome and remarks regarding WHY this workshop is important for principals.
Establishing Norms …use district’s, use list on PowerPoint slide, or add process of establishing norms for the workshop. (“Norms Development Framework” handout is available)
·  Check with the superintendent in advance to see if s/he prefers to use established district administrative team norms
·  If you are comfortable with the proposed norms in the PowerPoint, use them as listed.
·  If you are not comfortable with those norms you may insert your own proposed norms.
·  If you feel it necessary to engage the participants in the process of establishing norms …here is a recommended process:
o  Explain that norms are a part of our everyday lives. However, typically that are not formally “adopted” or “written.” Give examples like the norms of acceptable behavior within a family (and note how those can vary) and norms of acceptable behavior in an office, etc. Norms are ground rules that govern the group. So…norms should be stated as commitments to behave in a certain way – meaning they are both observable and measurable. Pose the following questions to prompt participants thinking about desired observable behaviors during the workshop:
q  What behaviors will you “accept” from others during a workshop?
q  What behaviors will you commit to and hold others accountable for?
q  What behaviors do you think will make the collaborative work more productive during the workshop?
q  What are your Pet Peeves? (Consider what you do not want to see at this workshop.)
o  As a table, ask participants to brainstorm norms for their collaborative work during this workshop …as an engaged learning team (each table group). Think about your pet-peeves of meetings. Consider PLC concepts like the DuFour ideas. Think about what you’d expect from teachers. Place one norm (observable action) per one sticky note. Organize the observable actions by topic/theme. Select approximately one observable action per topic/theme. Place these FEW ITEMS on a chart paper and post on the wall.
o  As a whole group, determine which norm (observable action) from the lists should be considered as a norm for the workshop (select agreed-upon items and place a check mark beside it.
o  Once you have an agreed-upon list, pose the following questions:
q  How might our norms be improved?
q  Is there anything missing?
q  Is there anything else you want to add or refine to your initial brainstorm list?
o  Post agreed-upon norms on chart paper
Facilitator Formative Assessment Notes:
This information is intended to provide guidance to adjust the pacing or lesson within the workshop. After you have worked through this workshop, you may make modifications and/or additions to these items to guide other facilitators.
·  Observe participants’ engagement in superintendent’s opening remarks
·  Listen to shared interests of participants. Do comments align with workshop outcomes?
·  Observe participants’ reaction to the proposed norms.
PRESENTATION FOR INTRODUCTION OF THE INSTRUCTIONAL LEADERSHIP MODEL
Anticipatory Set for the introduction
·  [1] This is the title slide
·  Start the session with a BRIEF opening remark about the whole workshop.
·  [2] Introduce superintendent to welcome participants and discuss WHY this workshop is important
o  Reinforce superintendent’s opening by sharing several reasons WHY this topic is important. Your reasons should align with the concepts of change leadership & creating demand for new initiatives …relative advantage, compatibility with beliefs, trialability, observability, complexity, etc (”Five Reasons” graphic organizer is available)
o  Give participants an opportunity to share interests they have for developing their skills for in this area/topic
·  [3] Provide an overview of today by discussing today’s agenda, targeted objectives, and/or guiding questions (FACILITATOR’S choice on which perspective to use. It is recommended that you choice one to put on chart paper, post-it in room, and reference frequently during the workshop; and adjust the content of this slide to align with your choice.)
·  As you provide an overview, ask participants to make notes regarding items with which they are familiar. This will help when developing their action plan and/or discussing new learning.
·  It is recommended that you set-up a “parking lot” and have a designated participant put questions and/or issues on post-it notes in the “parking lot”. These may be addressed later!
·  IF appropriate/necessary, facilitate introductions of all persons in the room (use a strategies that requires each person to “uncover” something about him/her self that others may not know …favorite music, most unique trip, favorite movie from 80’s/college, unique story, etc)
·  [4] Introduce today’s proposed norms (FACILITATOR: you may want to add some explanation as provided in the parentheses) NOTE: see management notes for other options.
o  Demonstrate trust