Leading Curriculum Mapping: Rethinking Your Support Structure

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Leading Curriculum Mapping Rethinking Your
Support Structure

• Dr. Ann Johnson
• AJOHNSON199_at_MSN.COM

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Overview of Session

• Logical entry points to help focus mapping
  efforts
• Strategies to help staff make connections with
  other initiatives
• Strategies to help set realistic goals

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Overview of Session

• Leadership structures to support implementation
• Tools to help create ownership

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Types of Maps

• Essential Maps/District Maps
• Individual Maps
• School Improvement Maps
• Professional Development Maps
• Others?

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Documents Produced in the Mapping Process

• Individual Month and Unit Maps
• Essential/District Maps
• Strand Report
• Assessments Aligned to Benchmarks

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Documents Produced in the Mapping Process

• Reporting Tools Aligned to Benchmarks
• School Improvement Map
• Professional Development Map

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Products Action Steps

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Initial Steps in the Mapping Process

• Worked to create a buy-in and connect with
  Districts focus
• Developed shared definition

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• Strengths Changes

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• Current Initiatives

Differentiation


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Steps in the Mapping Process

• Completed first drafts of maps
• Conducted read-throughs
• v Mixed groups
• v Like groups
• Used feedback to resolve issues/
  concerns/questions

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Steps in the Mapping Process

• Revised Individual Maps
• Created Essential / District Maps
• Aligned Assessments
• Used Mapping Process to Integrate
  Cross-curricular Skills

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Steps in the Mapping Process

• Developed Reporting Tools Aligned to the
  Benchmarks in Maps
• Analyzed Data and Identified Target Areas
• Developed a School Improvement Map to Address
  Target Areas

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Steps in the Mapping Process

• Developed a Professional Development Map
• Monitored Implementation and Made Adjustments to
  Ensure Success

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District Map Development Process Creating an
Engaged, Aligned and Rigorous Curriculum
PK-12 Curriculum Mapping Team Draft PK-12
Map Development that includes Standard/Benchmark/
Critical Skill Alignment Integration of Quality
Lenses and Rigor
Curriculum Coordinator Exec. Dir. Of
Curriculum Initial review to determine if more
time is needed

• Curriculum Study Group
• Strand/Sub-Topic Identification
• Defining Quality
• Coaching Tools
• Recruitment

Editing Team Articulation Language
Use Alignment Rigor
Editing Team Revisions from feedback Articulation
Language Use Alignment w/ Assessments Rigor
Editing Team K-12 Articulation Revisions from
feedback Language Use Alignment w/
Assessments Rigor
SHAREPOINT Full faculty feedback
Grade Levels, Teams, Departments Team
Sharing Critical Feedback
Map is used to
External Review Grammar/Structure Gaps/Repetition
s K-12 Articulation Rigor
Pilot Curriculumand Train Others in use of Maps

• Revisit align assessments
• Provide focus for instructional conversations
• Design units
• Design lessons
• Address deficit areas

Final Edit Operational Curriculum Posted to
Web
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Implementing Curriculum MappingDeveloping
Leadership in Schools
to transform our schools for the 21st century,
it is important to empower all members of the
learning organization and draw from their
expertise, creative powers, and collective
potential. Thomas Sergiovanni
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Essential Questions to Consider

• How can you expand the leadership capacity in
  your school to support curriculum mapping?
• How can you rethink the role of the
  administrator? the teacher leaders?

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Essential Questions to Consider

• How can you rethink your existing structure to
  support curriculum mapping?
• What training would the leaders need to be
  successful?

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Leadership Possibilities

• Curriculum Review or Study Committees
• School Improvement Teams
• Building Curriculum Facilitators
• Scout Teams
• Building or District-Level Study Groups
• Existing Committees?

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Rethinking Your Leadership Team

• . . . What individuals could
• help support the implementation
• of curriculum mapping in your district / building?

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Rethinking Your Leadership Team
Possible Leaders
Training Needed
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Building the Capacity to Lead

• Mapping overview for principals and school
  leaders
• District leadership training with a
  curriculum mapping consultant
• Development of common tools to use in
  buildings
• Map of professional development products and
  timeline

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Tools to Support Training

• Curriculum Vocabulary
• Components of Quality Maps
• Coaching Questions
• Benefits of Curriculum Mapping
• FROM . . . TO
• Connecting the Pieces

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Curriculum Mapping Components and Definitions

• ESSENTIAL QUESTIONS
• DEFINITION Over-arching questions that provide
  focus
• CRITERIA Encourage higher level thinking
• Help students make connections beyond content
  being studied
• Focus on Why is this important?
• Include different levels of questions
  (fundamental, situational, authentic)
• Written in question form

CONTENT DEFINITION The WHAT that is to be
taught CRITERIA Can be key concept, BIG IDEA, or
theme Can be discipline, interdisciplinary,
student-centered Written in noun form
SKILLS DEFINITION What students need to know or
be able to do in order to CRITERIA
demonstrate mastery or understanding of the
content Are specific, observable and
measurable Include benchmarks and critical
skills from district map Include additional
skills that support the content Reflect an
expectation of higher levels of thinking (i.e.
Blooms taxonomy) Include integrated skills
included in teaching of the concept Begin with
action verbs
ACTIVITIES DEFINITION Opportunities for
students to practice skills CRITERIA
Hands-on Are engaging Incorporate different
learning styles Usually start with a verb
ASSESSMENTS DEFINITION Evidence of
learning CRITERIA Are demonstrations of
learning Include integration of multiple
skills Are tangible products or observable
performances Include multiple types of
assessments to give a more complete picture of
learning Written in noun form
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Curriculum Mapping Coaching Questions

• ESSENTIAL QUESTIONS
• What overarching question(s) will serve to guide
  instruction and push students to higher levels of
  
• thinking?
• What overarching questions might help students to
  link or connect a Big Idea or major concept to
• real-world applications?
• What specific questions would guide teaching and
  engage students in uncovering what is at the
• heart of each Big Idea or major concept?

• CONTENT
• What is the Big Idea/or major concept?
• What are the major subcategories (chunks) on
  which you will spend a significant amount of
  time?
• What are the major underlying concepts?

• SKILLS
• What skills do students need to be successful at
  demonstrating an understanding of the Big
• Idea or major concept?
• What district/states benchmarks or standards
  align with the major concept?

• ASSESSMENTS (culminating)
• What would you accept as evidence that students
  understand the Big Idea, or major concept?
• What tangible product(s) or performance(s) can
  the students produce that indicate an
• understanding of the concept?

• ACTIVITIES
• What activities would provide needed practice on
  the skills to ensure successful mastery?

• RESOURCES
• What specific support materials, books, field
  trips, videos, or web sites do you use or
  incorporate
• in your teaching to support instruction?

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A

Benefits of Curriculum Maps
Student Benefits
Teacher Benefits
Common Benefits
District Benefits
Parent Benefits
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From... To
Textbook as Curriculum
Essential Curriculum

• Curriculum Maps
• Benchmark Skills
• Critical Skills

Assessments Aligned to Benchmarks and Critical
Skills in Curriculum Map
Assessments Aligned to a Program
Assessments Aligned to Essential Curriculum
Instruction Focused on a Program
Instruction Focused on Teaching Strategies
Instruction Focused on Data Aligned to Maps
Differentiated Professional Development
Consistent and Standardized Professional
Development
Customized and Responsive Professional Development
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Assessments
Lesson Plans
Connecting the Pieces
Portfolio
Data Reporting
Career Plan
SIP
PD
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What would be a realistic mapping goal to set for
the next school year?

• Consider
• - end goal
• - professional development needed
• - skill level of trainers and leaders
• - available resources

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Sample Goal

• Complete a Map for One Course
• or Subject and Conduct a Mixed
• Group Review.

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