Sir Ken Sir Ken Response to task for today The Principals Role in Mapping Computerized mapping software Brief sharing about New/Redesigned Course/Unit Remaining time in-class work on New/Redesigned course/Unit Do you think it is important for a schools staff to feel secure about the principals focus with regard to curriculum and instruction? Much research indicates that designing, planning and preparation (i.e. the mapping process) is the most powerful tool in raising student achievement Why do you think this is so? Take a minute and share your thoughts with a partner Share. Research is clear! The principals ability/knowledge of instruction and planning for instruction is the primary instructional leadership function in the building. Continuous improvement and growth is the mantra If teaching & learning is not the primary focus of the schools principal, staff will know it and be more likely to work in their own one room school houses Principal: easy to find other things that take time away from teaching and learning Focus must ALWAYS be on what children need Curriculum mapping is like any other initiative Goal: to design it as an evolutionary process that is never over Course sequencing, resources, programs, and a pulse on best practice, state mandates, etc. is important Course sequencing, resources, programs, and a pulse on best practice, state mandates, etc. is important Mapping (and doing it well) requires the necessary time, support and resources Must be viewed as something that will ALWAYS be around, regardless if it is mapped electronically or otherwise It cannot be viewed as another fad Mapping might be the sole means of leading teachers out of the darkness of how to properly design curriculum approaches based on best practice Teachers will look to principal for guidance, to lead discussion and training on it Principal must encourage staff to look for gaps and overlaps and make necessary changes Principal must also be the lead cheerleader for staff Principal and core group of teachers need to be well trained in mapping process before training staff Must make short (first year) and long-term goals (up to 3 years) for implementation of mapping process Be sensitive to needs of staff as implementing Continue to assure staff: mapping is not a flavor of the year Have staff begin with a doable amount when they begin mapping Provide key research behind why mapping is crucial Principal and leadership team must map PD in such a way so staff see an articulated approach to preparing them If using computerized mapping system, give folks plenty of time to feel comfortable with the technology itself Reinforce why technology is more efficient than traditional ways of sharing curriculum Be creative with time during each day/week in which PD time could be used to map Use subs on various days so departments/teams can meetdepartments/teams can meet Principal: insist that they map it correctly; otherwise, it is a waste of time Principal and key group of staff who are training others must... Ensure trust in the process Ensure that no persons ideas are invalid Not allow key staff to monopolize time of others using sarcasm, irrational dissent, or flat out ancient reasoning Encourage a positive attitude where SHARING is key component to the horizontal and vertical process necessary in mapping H.H. Jacobs recommends use of technology to efficiently map Choices are not many out there, but districts may also choose to use their own database (Access, Filemaker Pro) Teachers must enter their own individual data so they learn what to do (do not use clerical staff for this process) Sharing of maps occurs after this step Must make decision to enter only key items into each map; content, skills, assessment Other tabs can be entered later (lesson plans, etc) All maps must be made available to all staff (this is still quite different from what some veteran teachers are accustomed to) Staff must discover for themselves through entering information and then discussing it where potential gaps and overlaps exist Teachers within a department/grade level must come to consensus (hopefully aligned to standards and big ideas) on content, skills, and assessments Teachers must use the maps over the course of year, and edit maps as they go Using data to improve student performance is also a function of re-visiting maps Principal must lead staff in how to interpret data presented to staff and how it should inform their instruction Ultimately, a data warehouse is essential so teachers can view key student data and integrate it with computerized mapping system efficient, powerful, less confusing Performance Tracker Performance Tracker Think/pair/share Why is it in the best interest of building principals to check maps of teachers over time on a regular basis?check maps of teachers Example 1 Example 1 Example 2 Example 2 Once maps become integrated, the principal must develop a method to inspect what he/she has put into motion If staff suspect maps are not being inspected, individual teachers will put less into process Mapping takes the place of lesson planning Lesson planning is a part of mapping When it is expected that teachers share with others (content, skills, and assessments), teacher isolation is gone This is essence of collaboration: they key tool we also need to be teaching kids Constantly able to be edited and updated Can be shared all the time with others Can search nationally for common maps that you can use and adapt If a teacher moves to another grade level, discipline, or leaves district, replacement for that person can literally step into their maps Begin with a hard copy outline process and move to a shared database Graphic organizers should be used to guide this process Can view maps from whatever computer Various administrative tools can be used to analyze data that is inputted Scope and sequence become that much more easy to comprehend Hence, discussions that ought to be occurring at department meetings is about how to affect teaching and learning Once content, skills and assessments are begun, the real fun begins with designing lessons and differentiating for all learners Brief Sharing of New/Redesigned Course/Unit In-Class Work on Course/Unit Individual sharing of New/Re-defined Course Presentations (brief)