curriculum management w pop quiz 2007

CURRICULUM MANAGEMENT

Curriculum PlanningChapter Five

Michilli Warren-Hassan540 Curriculum

DevelopmentJune 29, 2009

What is curriculum planning?

Curriculum planning is the specification and sequencing of major decisions to be made in the future with regard to the curriculum.

Successful curriculum leaders know that a goal-based model of curriculum planning provides organizing strategies to determine the locus of control in decision making and what organizational structures are needed.

Brain Pop

What is curriculum planning?Curriculum planning is the

specification and sequencing of major decisions to be made in the future with regard to the curriculum.

Goal-Based Curriculum Planning ModelObjective Outline

I. Objective I. Organize for Planninga) Determine the locus of planning decision:

Differentiate between the district and school planning responsibilities.

b) Determine the organizational structures needed to facilitate planning, and set up those structures.

c) Identify leadership functions, and allocate those functions appropriately.

II. Objective II. Establish the Planning Frameworka) Align the district’s educational goals

with appropriate curricular fields as well as recommended standards by the learned societies and mandated state standards.

b) Develop a curriculum database.

c) Develop a planning calendar based on leaders’ assessments of organizational priorities.

III. Objective III. Carry Out Specific Activities

a) Conduct needs assessment – “What is and what should be”

b) Productivity areas by using standardized test, curriculum referenced test and other measures and data sources; use assessment results to determine the need for curriculum development or improvement.

c) Organize task forces to carry out development or improvement projects, and monitor the work of the task forces.

d) Evaluate development or improvement projects.

e) Make necessary organizational changes and revisions for effective implementation.

f) Secure resources needed for new or revised curricula.

g) Provide staff development needed for effective implementation.People will support what they help create.

The Goal Based Curriculum Model begins with three organizing strategies:

I. Organize for Planning Strategy

a) Determine the locus of planning decision:

First, the leader distinguish between district-and-school based responsibilities to clarify the locus of decision making.

Second, they decide what organizational structures are needed, appointing the needed advisory groups and task force.

Finally, they allocate specified leadership functions to district and school staff.

Determine the Organizational Structures Needed:

I. Organize for Planning District Curriculum Advisory Council

b) Three organizational structures needed to facilitate planning, and set up those structures.◦ District curriculum

advisory council

◦ School curriculum advisory council

◦ Curriculum task force

A standing committee appointed by the superintendent of schools.

The committee consist of: The school superintendent or

assistant superintendent. The school district curriculum

directors or supervisors Secondary-school principals Teachers Parents & other community

representatives Secondary-school students

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District Curriculum Advisory Council◦The committee will consist of:

The school superintendent or assistant superintendent.

The school district curriculum directors or supervisors

Secondary-school principalsTeachersParents & other community representativesSecondary-school students


I. Organize for PlanningSchool Curriculum Advisory Council

b) Determine the three organizational structures needed to facilitate planning, and set up those structures.◦ District curriculum

advisory council



• Each school should have a advisory group. It members should be nominated by the faculty and appointed by the principal. The school advisory council would include the principal, subject-matter specialist or grade level leaders, teachers, and parents.

• One of the teachers and one of the parents on the school advisory council should represent the school on the district council to ensure good communication between the two advisory groups.


I. Organize for Planning Curriculum Task Force

b) Determine the three organizational structures needed to facilitate planning, and set up those structures.◦ District curriculum

advisory council



The superintendent would appoint a number of task forces to deal with any major issues that might need attention.

Members would be appointed on the basis of technical skills required for the job.

Most task force would include a curriculum specialist, principal, and several knowledgeable teachers.

Each task force would be given a specific problem to solve, a deadline for developing and implementing the solution, and the resources required to do the job.

Ordinarily, a task force would continue in existence only until the problem has been solved.

Identify & Allocate Leadership Functions

I. Organize for Planning Identify Leadership Functions


Giving the task force a special title is an important part of the process.

Developing an effective task force can be a crucial part of the process of curriculum planning.

A more useful answer is to analyze the leadership functions required at both the district and school levels.

Identify & allocate leadership functions at school levels, allocate these functions to those best able to perform them.

Then decide what additional staff if any are needed-in some cases, creating new kinds of positions.


I. Organize for Planning Allocate Leadership Functions


The intention is to describe leadership functions as clearly as possible, because too many curriculum workers have only a vague understanding of their responsibilities.

First the advisory board should review the form to ensure that it includes all the functions they consider important and use language that communicates clearly to the educators and the district.

Next, the superintendent or the assistant superintendent with input from the central office staff, and principals, should take over the complex sensitive task of reallocating and reassigning those functions for maximum effectiveness.

Brain Pop

When allocating leadership functions why is it important to describe the leadership functions as clearly as possible?

Essentially there are too many curriculum workers have only a vague understanding of their responsibilities.


Function Now Assign New

At the district level-for all areas of the curriculum

1. Articulate district curriculum goals and priorities.

Supt. Supt

2. Chair district advisory council

Supt. Asst.

4. Develop and implement plans to evaluate curricula and use evaluative data.

Director of curriculum

5.-12.

Then the leaders should first analyze which individuals in the district are presently responsible for those functions, entering the role of the Now Column.

In many instances, they will indicate that not one is presently performing those functions.

After assessing how effectively those functions are being performed and how equitably they are distributed, the advisory council should determine where changes should be made in present assignments entering those decisions in the Assign column.

The assign column yield a clear picture of which functions can best be discharged by reassigning them to present role incumbents.

The allocation of a newly conceived role is reflected by placing the new role title in the New column.

5.3 Functions of Curriculum Leadership

Functions of Curriculum Leadership


Function Now Assign NewAt the District Level-for special areas of the curriculum

1. Develop and implement plans to evaluate curriculum, as specified in district planning calendar.

2.-3.

Function

4. Provide leadership in developing and improving K-12 curriculum materials in that special area.


At the School Level-for all Areas of the Curriculum

1. Implement plans to monitor and align the curriculum

2-5.

At the School Level for special areas of the Curriculum

1. Supervise teachers with the respect to curriculum implementation.

2.-5.


I. Objective I. Organize for Planninga) Determine the locus of planning decision:

Differentiate between the district and school planning responsibilities.



II. Objective II. Establish the Planning Framework

a)Align the district’s educational goals with appropriate curricular fields as well as recommended standards by the learned societies and mandated state standards.

b)Develop a curriculum database.

c)Develop a planning calendar based on leaders’ assessments of organizational priorities.





d) Evaluate development or improvement projects.



g) Provide staff development needed for effective implementation.



a)Align the district’s educational goals with appropriate curricular fields as well as recommended standards by the learned societies and mandated state standards.

Brain PopWhat do we call our district standards?

Comprehensive curriculum and/or Grade Level Expectations

Community Resources

1. People with knowledge, expertise, and influence

2. Organizations and places useful as resources.

Students

1. Date of birth, sex, and ethnic identity

2. Eligibility for federal or state assistance programs.

3. Parents’ occupations and martial status.

4. Verbal & mathematical abilities and IQ score.

5. Talents', skills, and special interest.

6. School achievement: Standardized test scores and curriculum-referenced test scores

7. English proficiency: native language /other

8. Limitations: physical, emotional, and learning disabilities

9. Learning styles and cognitive levels

10. Career and educational plans

11. Career and educational plans

12. Extracurricular activities

13. Community activities

Faculty

1. Subject and grades certified to teach

2. Present assignments

3. Special interest and competencies

4. Recent professional development: courses, workshops, etc

School

5. Courses offered and enrollments

6. Extracurricular activities and student participation

Other Resources

7. State curriculum guides

8. Curriculum guides from other districts

9. Other sources of learning objectives

10. Professional materials and resources for teachers.

II.Establishing the Frameworkb) Developing a Curriculum Database



c)Develop a planning calendar based on leaders’ assessments of organizational priorities.

Develop a Planning Calendar The planning calendar should

include the six steps listed as “specific planning activities” Also, note the distinction is made between major and other fields, simply to assist in the planning process, not to depreciate the importance of such areas as art, etc.

The superintendent and the district leadership team should begin by tentatively mapping out a 5-year plan that would indicate year by year the major projects undertaken.

The final form of the calendar can then be used by leaders to develop budget request, appoint task force, and monitor their progress.

Major Projects

2009-2010

2010-2011

2011-2012

Needs Assessment, major fields

Lang. Arts Math Science

Needs Assessment in other fields

Ind. Arts Art

Needs assessment, programs

Middle Elementary High

Evaluate Projects

Lang. arts. Ind. Arts

Math, Art

Organizational provisions

Lang. arts Ind. Arts

MathArt

Resources selected and provided


MathArt

Staff development



I. Objective I. Organize for Planninga) Determine the locus of planning

decision: Differentiate between the district and school planning responsibilities.



II. Objective II. Establish the Planning Frameworka) Align the district’s educational

goals with appropriate curricular fields as well as recommended standards by the learned societies and mandated state standards.


c) Develop a planning calendar based on leaders’ assessments of organizational priorities.



b)Productivity areas by using standardized test, curriculum referenced test and other measures and data sources; use assessment results to determine the need for curriculum development or improvement.


d)Evaluate development or improvement projects.



g)Provide staff development needed for effective implementation.


III.Objective III. Carry Out Specific Activities

a)Conduct needs assessment – “What is and what should be”

What do you think the phrase “What is and what it should be” means?


Brain Pop

Establish a Data Driven School

What does the district want to know?

1. Current district goals

2. Patterns in data

3. Upcoming district decisions

4. Questions raised by teachers, administrators, or the community

How will the district find out:

What to do?:1. Form data teams

2. Conduct inventory of data currently compiled in the district and determine format (electronic or paper).

3. Assess technology capacity of the district to manage and analyze data.

4. Determine the extent to which personnel in the district have time, skill, and willingness to engage in data-driven projects.

5. Identify indicators of input, process, and outcome variables related to goals.

6. Train staff to collect and use data.

7. Analyze and disaggregate data.

What does the district do next? How to proceed:

1. Establish benchmarks and measure progress toward goals over time.

2. Develop action or school improvement plans.

3. Communicate findings.


III.Objective III. Carry Out Specific Activities


d)Evaluate development or improvement projects.

e)Make necessary organizational changes and revisions for effective implementation.


g)Provide staff development needed for effective implementation.

Organize, Evaluate, Change, Provide Resources.

It is important to make sure that the curriculum process is based on the curricular goals and available resources. Not only are the materials are important but also the capacity to provide training and staff development.

One of the most effective means of ensuring successful implementation of new curricula is to integrate effective staff-development programs with any major curricular change.

Curriculum TipMany curriculum projects of excellent quality have

not been implemented successfully because they were not supported with the right kind of staff development.

curriculum management w pop quiz 2007

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