Leading Curriculum Mapping: From Basics to Sustainability ...€¦ · ON Wallwisher: Go to the ......
Transcript of Leading Curriculum Mapping: From Basics to Sustainability ...€¦ · ON Wallwisher: Go to the ......
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Leading Curriculum Mapping: From
Basics to Sustainability
Bena Kallick Debbie Sullivan
CMI Leadership Academy 2012
Essential Questions
v Who leads and who follows: how, why and when does it change?
v In what ways do we foster collaborative inquiry?
v How do we use curriculum mapping as a tool for curriculum and leadership planning?
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Building a Culture of Collaborative
Inquiry
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ON Wallwisher: Go to the Habits of Mind article and find
the one that you have been assigned Read about that habit and discuss its
meaning to you—where do you see this habit being important to use?
Go to http://wallwisher.com/wall/leadershipcmi for persisting
Go to http://wallwisher.com/habits-2 if you have the second habit…
SHARING THE VISION
Developing Your Leadership Structure
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Role of the Principal
v Establish a culture that supports the mapping process
v Have a working knowledge of the mapping process
v Establish a leadership team and define roles and responsibilities
v Help connect and integrate all school improvement initiatives into the process
Role of the Principal v Work with leadership team to develop an implementation plan
v Establish Timeline
v Expectations for all staff
v Clearly Defined Goals
v Model the process
v Map your stuff!
v Use as a communication tool
v Find the time for teams to work and collaborate
v Remove hurdles to ensure successful implementation
School Leadership Team v Principal Leadership – Imperative
v Target teacher leaders
v Nay-Sayers
v Establish how to begin – needed professional development
v Teacher led – administrator supported
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District Leadership Team � Representatives from every school
� Roles and responsibilities of district team
� Common expectations for all schools
� Communication
� Map your stuff!
� Central district decision-making team
◦ Consensus maps
◦ District grading practices
◦ Revise district grading scale
Examples
Leadership Possibilities Based on what you have heard –reflect on
your current Leadership teams and consider some different ideas.
Develop Your Leadership Structure
Possible leaders and/or committees
Potential Roles and responsibilities
Training needed to be successful
Principal Co-facilitator with teacher leaders
Building Leadership Team Gather info Create culture of mapping Communicate well
District Leadership Team
Common expectations for all Create plan each year Decision-making team
Curriculum Committee Sub-group of district leadership team
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Develop Your Leadership Structure
Possible leaders and/or committees
Potential Roles and responsibilities
Training needed to be successful
Principal Co-facilitator with teacher leaders
Facilitation training, curriculum mapping
Curriculum Review Committee
Develop Consensus Map based on best practice, select materials
Training in developing consensus maps
District Leadership Team Planning Retreat CM Process
Clarifying Your Roles Possible leaders and/or commi0ees
Poten2al Roles and responsibili2es
Training needed to be successful
Principal • Co-‐facilitate training with teacher leaders • Collabora2vely develop a vision and implementa2on plan • Coordinate training and remove obstacles for successful implementa2on • Coach teachers
ü Overview of Mapping ü Training in developing a map ü Training in developing an implementa2on plan ü Facilita2on training
Teacher Leaders • Deepen your understanding of mapping/prac2ce the strategies • Develop maps and prac2ce strategies • Work with principal to develop implementa2on plan • Coach colleagues in the process • Work with team to provide training for colleagues
ü ?
Develop Your Leadership Structure
Possible leaders and/or committees
Potential Roles and responsibilities
Training needed to be successful
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16 Habits of Mind Persisting Managing Impulsivity Listening with
understanding & empathy Thinking flexibly Thinking about thinking Striving for accuracy Questioning & posing
problems Applying past knowledge
to new situations
Thinking & communicating with clarity and precision
Gathering data through all senses Creating, imagining,
innovating Responding with wonderment
and awe Taking responsible risks Finding humor Thinking interdependently Remaining open to continuous
learning LISTENING WITH UNDERSTANDING
AND EMPATHY
Devoting mental energies to understanding
others’ thoughts and feelings.
Understand others!
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• Pause • Paraphrase • Probe • Inquire • Clarify
LISTENING SEQUENCE:
Pausing: v Using wait-time before responding
v to or asking a question allows time
v for more complex thinking, enhances dialogue and improves decision making
Paraphrasing:
v Lets others know that you are
v listening, that you understand
v or are trying to understand
v them and that you care.
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Probing:
v Increases the clarity and precision of the group's thinking by refining understandings, terminology and interpretations.
v Think Clearly!
Striving for accurate communication in written and oral form.
THINKING AND COMMUNICATING WITH CLARITY AND PRECISION
THINKING AND COMMUNICATING WITH CLARITY AND PRECISION
v GENERALIZATIONS
v DELETIONS
v DISTORTIONS
DEEP STRUCTURE LANGUAGE
“SURFACE LANGUAGE”
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Paying attention to self and others:
v Awareness of what you are saying, how it is said and how others are responding; attending to learning styles; being sensitive to your own and others' emotions.
Speaker: Finish this sentence: “AS I CONSIDER THIS PRODUCT, I AM THINKING…”
Listener: Use the Pause, Paraphrase Probe sequence
WHAT METACOGNITIVE STRATEGIES DID YOU EMPLOY TO MONITOR AND MANAGE YOUR LISTENING SKILLS?
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Speaker: Finish this sentence: “AS I ANTICIPATE WORKING WITH THIS CUSTOMER, I’M CONCERNED ABOUT…”
Listener: Use the Pause, Paraphrase Probe sequence
WHAT VALUES ARE YOU EXPRESSING WHEN YOU LISTEN TO OTHERS SO INTENTLY?
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Your choice: Learner or Judger?
Change Your Ques.ons, Change Your Life Marilee Adams,PhD
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What’s wrong with me? Whose fault is it? Why are they so stupid? How can I prove that I am right? Haven’t we been there, done that?
What do I want? What works? What are the facts and What can I learn? What are my choices? What ac.on steps make sense?
A mood of pessimism, stress and limita.on A mindset that’s judgmental, reac.ve, inflexible Rela.ng with “aJack or defensive” behaviors
A mood of op.mism, hope, and possibili.es A mindset that’s thoughKul, understanding, flexible Rela.ng that is connected and collabora.ve