Curriculum Leadership Institute

Pathways to School Improvement

Stacey Bruton

A Resource to Support the Local Curriculum

by

Two textbooks are open and piled together.
Click here for a printer-friendly version.

Have you ever been in a conversation about learning targets, and the textbook was called the curriculum? At first, it may seem like a simple error of using the wrong term. However, a common belief among some educators is that the textbook or resource is a curriculum. The curriculum is the knowledge and skills students should know and be able to demonstrate. A resource is a tool used to provide instructional support to teach the curriculum.

Misconceptions about textbooks.

A textbook is a curriculum. Those who have not experienced local curriculum development may have this belief. A local curriculum should be aligned to standards, include scaffolding learning topics, and incorporate what is important at the grassroots level. An aligned resource needs to support the local curriculum allowing flexibility in instructional methods, but not be the curriculum. Resources are not limited to texts and may include manipulatives, equipment, online support, guest speakers, and field trips. 

Textbook authors always know best. Many well-educated people usually participate in developing a text, but do they really understand the student population for which the local curriculum is intended? Local teacher experts are more familiar with their school community population and are specifically trained to meet their needs. 

The entire textbook has to be covered in sequential order. This belief is to prevent possible gaps in student learning. While it sounds like a great idea, the reality is far from the intention. It is impossible to ensure guaranteed and viable learning with this approach. There are many topics included in the textbook to allow teachers some options and flexibility when teaching. Does covering the entire textbook even allow an in-depth study of essential topics? Maybe, but a concept of covering material and getting through the text could replace true mastery of learning.

This textbook is thoroughly aligned with my state standards. Textbooks are designed to be broad enough to address standards in many states. This cost-effective approach of lumping everything together is to obtain mass sales from potential customers. Textbook companies will provide alignment charts to show their product aligns to the standards from all states. Be cautious when accepting this document at face value. Do the homework yourself and find the cognitive level AND the entire content of the standard expectation. You may be disappointed to discover the only “match” is a word or two on a page.

What should we do now?

Selecting resources to support the local curriculum requires careful consideration of many factors. In the CLI Model, we recommend resource adoption after implementing and validating the draft curriculum. The resources should align with the curriculum, support student learning, and address the instructional needs of teachers. During validation of the curriculum, teachers have identified specific materials they have used to teach the topics and found some favorites. Carefully evaluate those materials for how well the entire curriculum is supported.

In order to make the best choice, teachers should use a rubric with qualitative descriptors to assist with the selection. Consider incorporating these questions: Was there information about all outcomes? Were there plenty of support materials, including online, to help with student learning? Were there formative checks of learning to help prepare for the next steps? 

After a thorough evaluation, the Subject Area Committee (SAC) brings their choice to the Curriculum Coordinating Council (CCC). If the SAC’s recommendation is accepted, the next step is for the CCC to go to the board to approve and adopt the chosen resource.

Using the adopted resource to support the local curriculum

How do you make the most of your newly adopted resource? First, it is a great idea to have solid professional development for all staff utilizing the materials. Arrange an opportunity for teachers to ask questions, try out the technology, and explore the support materials soon after the resource arrives. 

Good planning involves a variety of instructional strategies, differentiation for student learning, and checking student understanding. These areas are a part of CLI’s Instructional Planning Resource (IPR) and are in most resource packages. Also, consider using the suggested cross-curricular connections to maximize instructional time and relate academic content.

When developing local assessments, both formative and summative, teachers could review the resource’s test bank of questions for ideas. Questions should only be used as written if there is complete content and cognitive alignment with the local curriculum. Modification of the resource questions is also an option to create alignment. 

When is the best time to start a resource review?

It takes time to determine which resource is the best fit for a district. Utilize the first semester of the school year to carefully evaluate options so the SAC and CCC can recommend their choice to the board of education shortly after the second semester begins. If the board approves, a district can place the order right away unless there is a public review policy. Either way, the timeframe should still be in the window so materials can arrive by the end of the current school year. Proper planning for the implementation of the new resource can follow. 

While all of these steps are necessary, it is essential to remember that the goal is to support student learning of the local curriculum. Making the resource request with that goal in mind will increase the chances of student success.

Conflict Resolution for Facilitators

by

Click here for a printer-friendly version.

Educators and other professionals spend a lot of time participating in online and onsite meetings. As a facilitator, your role is to guide and manage the group. At times, this assignment can be challenging when conflict arises. Recognizing early warning signs can minimize the potential for trouble. However, some issues naturally generate differences in opinion. When facilitating, it is important to stay neutral and avoid the appearance of taking sides in order to move the group forward. 

Careful planning can set a positive tone from the beginning and prevent the onset of negativity. When meeting onsite, arrange the room to have a conducive setting for group discussion. If meeting online, schedule your poll questions or create your breakout groups before the meeting begins. Start the session on time and outline norms for self-monitoring. Introduce all participants, or in the case of larger groups, provide them with name tags or tent cards. Ask online participants to verify the screen name displayed is correct. Make sure to have an agenda — hard copy or electronic — so the goals are known to all. When developing the agenda, try to structure the time to have the participants spend more time talking than the facilitator.  

When resistance occurs, consider the reasons behind it by asking some questions.

  • Is there another event taking place simultaneously that participants are missing?
  • Was the meeting location difficult to find or inconvenient for travel?
  • Did participants have insufficient notice, or was it scheduled at the last minute?

In addition, there may be other reasons group members are apprehensive. Some may have preconceived ideas about the outcome of the meeting, which can overshadow productivity. Participants may anticipate more work as a result of the meeting, or they might believe there will be limited support if new ideas are implemented. Individuals may also have something personal going on. Regardless of the cause for tension, facilitators need to avoid becoming defensive, pushing through despite the climate or countering the resistance with force.

Differing opinions are a part of healthy decision-making. Even when facts are presented and used to make the best choices, sometimes challenges arise. How do you know whether to intervene?Signs of problems include continual sidebar conversation with peers, noticeable digital conversations, folded arms, leaning back in the seat, eye-rolling, and complete disengagement. A quick gauge of the situation allows the facilitator to determine the next steps.  

  • Is the problem serious?
  • Is the situation disrupting focus?
  • Are the conversations becoming personal?
  • Do I have enough credibility to mediate?
  • What could happen if I do nothing?

Choose careful wording in order to restore group effectiveness and avoid damaging relationships.

Facilitator intervention starts with a neutral tone and approachable voice. If the group is no longer functioning as a whole, point out that the energy seems to be lost. Ask a question and use exploratory language with plural forms to show there are options for a solution. What are some ways we can regain the focus? If there is a contentious discussion, again, intervene through questioning. What might be some causes? Reasons? Ideas?If a heated discussion continues, paraphrase the conversation in order to recap the options put forth and redirect adversarial behavior by asking another question. Asking always elicits a better response than telling because participants are more likely to accept suggestions generated by fellow group members. Telling the group what to do is the last option; however, it may be necessary when members display the inability to follow group norms of behavior.

Sometimes group discussion becomes group dysfunction requiring action. If someone is intent on criticizing another’s ideas, use a question such as “We have heard your opinion about the cons of _____’s idea, but what are some of the pros?” Do not allow personal attacks or blaming others, but avoid confrontation in front of the group. It may be necessary to call for a break and then approach the naysayer privately during that time. Online meetings allow chat conversations without involving the entire group. When people feel passionate about a topic, they might “vent” in private just for the simple need of being heard. Guided questioning can be an effective way to allow the person to share his/her feelings. Why do you feel this way? What happened the last time? What do you think would make things better? When emotions have been released, the participant is more likely to move forward in identifying solutions. Establishing rapport through non-verbal cues of posture, gestures, and breathing will have a calming effect. Avoid arguing and using loaded language, stating the participant is angry. That will only create more conflict. Remember to listen and empathize with concerns, but continue to stay neutral to help de-escalate the situation.

As the whole group comes back together, reward positive interactions with head nods, eye contact, and a friendly face. Complimenting participants for providing feedback is also helpful to set the new tone. The facilitator can also promote understanding of different viewpoints by allowing one side to present and answer questions. The alternative side can then share their points and field questions. Comment on the strengths offered by both sides so the group can move to make a decision. 

If the group cannot reach a consensus on a group decision, the facilitator may need to utilize specific steering questions.

  • What needs to happen for this to work for you?
  • What will eliminate your concerns? 
  • What support needs to be in place? 

While the preferred approach is to face the conflict and come up with a group decision, asking people to compromise and be more tolerant might be necessary. When it is apparent that a resolution will not happen that day, place the issue on the agenda for the next meeting and ask participants to come with any new ideas and be prepared to make decisions.  

In short, the keys to mediating conflict are to identify the signs of dysfunction, determine when to intervene and provide the correct guidance to reach a resolution. When issues are more involved, it may require multiple meetings to come to an agreement. Using a systematic approach to meetings is just one dimension of being a good facilitator. To create a positive experience for everyone, facilitators should also be adept at mediating conflict and leading groups to solutions through various questioning techniques. 

Returning to School During COVID-19 (Part Two)

by

This E-Hint is the second segment in a two-part series providing suggestions for returning to school during the COVID-19 pandemic. The focus of Part One was on meeting the social-emotional needs of students and planning to instruct the curriculum. Part Two (this segment) delves into onsite and online instructional options and checking for understanding in an online environment. 

Instructional Options

Sadly, uncontrollable factors during the spring last year, caused a loss and possible regression in learning for some students. Although a quarter of onsite contact time was lost in the 19-20 school year, try to avoid reteaching the end of the previous year’s curriculum. Instead, consider these options and use those that work best for your students.

Find a baseline for content and skills. Use questions from your summative assessments to create a pre-assessment aligned to your local curriculum for this school year. Many companies promote standardized tests promising a quick gauge of students’ current abilities. While these cookie-cutter assessments may seem appealing as a fast, easy solution, unfortunately, they do not give accurate information about your local curriculum. Additionally, they are not an accurate diagnostic measure to determine individual student deficiencies. 

Provide a formative pre-lesson check. Ask a few brief questions to get a read on student understanding for each lesson. You’ll need a quick response, so use instructional technology like Quizizz or Google Forms to gather results and guide your next step. Formative checks are for learning, so it is a natural fit. Using this option requires you to have a couple of lesson options ready for the day. If students are prepared to move forward, go with Plan A, but if they are not prepared, go with Plan B.

Implement looping for the upcoming school year to increase tracking and development of individual student skills. Looping is the educational practice of assigning students to the same teacher for two or three consecutive grade levels. There are several advantages to looping students. On the academic side, teachers know their student’s strengths and challenges. By looping, you can save time without having to discover the best learning style of each student.   Instruction can be more focused and efficient, which will translate into higher student success.  Looping also creates social-emotional security for students as they already have relationships with their teachers and peers. Those relationships quickly grow in a familiar setting with familiar routines. Therefore, looping results in higher attendance rates. The sudden end to onsite learning last year robbed students and teachers a sense of closure. So, additional time together could change a negative situation into a positive one.

Use the Instructional Planning Resource (IPR) to plan your instruction. The IPR has been a part of the CLI Model for many years. It has evolved from hard paper copies to static electronic versions to real-time Google Docs. The IPR requires you to align your instruction to the local curriculum, and is often called an “educational toolbox.” Multiple teaching methods, student activities, and supplemental resources are included on the IPR to help you plan your instruction. The academic range of your students may have grown wider, so utilizing the differentiation feature on the IPR provides intervention and enrichment options to meet their needs. While teachers never expected to deliver so much online instruction, they did discover new tools to add to the old ones. Some even work better! Utilize new strategies, activities, and online tools as you move forward in a face-to-face setting. Not only will it give your instruction a fresh feel, but it will also create a sense of familiarity for students before there is a need to return solely to online practices. If you are currently planning for the new school year, create both onsite and online options for teaching the curriculum. Offering choices to your students is never a waste of time, and strategies that you don’t use for full group instruction may fit well with a smaller group who require additional options to reinforce their learning.

Use technology daily to support onsite instruction. Create student groups, establish classroom norms, and guide the use of technology while onsite. This way, you can provide immediate support and save time troubleshooting program features should you need to move to remote learning.

Checking for Understanding – Use Your New Tech Skills!

Solid instruction includes formative checks for learning and requires immediate feedback to the student. But, how can this still be manageable in an online setting? Here are some handy tech tools to help you be creative:

  1. Observe student work using the drawing features on a digital whiteboard. For example, when communicating through ZOOM, the student selects the writing instrument after the teacher assigns a task.  Student responses are written in their handwriting and viewed by the teacher on the student’s whiteboard. This feature works great with math problems, handwriting practice, or original graphic organizers. Teachers can see progress and offer input in real-time.
  2. Some online learning platforms include a polling feature that can be used similarly to the traditional bell ringer. When students enter class, pose them with a question. When submitted, their answer is accessible to you, the meeting host.
  3. Another easy check is to ask all students a question in chat mode. Students can respond directly to you, who can then provide feedback in real-time.
  4. Google Forms are a quick and easy way to gather student feedback.  Individual responses from students are collected, compiled, and organized with charts and graphs, quickly allowing you to determine the next steps for instruction.    
  5. Several standards require collaboration between students.  Google makes this expectation easier by sharing features.  Students can review a piece of work with you or their peers through Slides, Sheets, or Docs and offer suggestions.  Making digital comments is speedier than handwritten feedback!
  6. Finally, frequent emails to your students can keep them on target through personal messages.  You can include parents on your emails to help their kids at home and to keep them accountable.

The best approach for an uncertain future is to prepare with options.  Create a plan and provide structure for students and parents, provide opportunities for interaction and feedback, and address the social-emotional needs of your students.  Flexibility is a common characteristic of educators, so take a deep breath, do your best, and remember that you’re only human. You’re going to need to remain flexible, especially through the upcoming school year.

Returning to School During COVID-19 (Part One)

by

Chalk board saying Time for Planning

When the school year began last fall, no one could have imagined the events that transpired to change our educational setting for the foreseeable future. While it is easier to focus on the negative aspects of the situation, there were several opportunities for personal and professional growth. Perspective can turn those challenges into learning experiences so that the new school year can start on a positive note. As you prepare for the possibility of more uncertainty, use those recent lessons to provide the best learning environment for your students. In this two-part E-hint, you will receive suggestions to address the social-emotional needs of your students, plan to teach the curriculum, utilize various options for instruction, and check for student learning. One size does not fit all, so select those that work best for your district and student population.

Meet the social-emotional needs of your students.

Many students experienced anxiety throughout COVID-19. With the abrupt switch to online instruction, schools made their best attempt to provide support virtually. When students gather back in person, whether full-time or part-time, procedures and logistics will be new to them. Some students may feel like they are attending school for the very first time, so thoroughly explaining and modeling expectations will help to ease stress. Fulfill your students’ social-emotional needs first. Doing so may require you to use some of the time initially designated for instructional purposes.

Keep in mind, “Students have to Maslow before they can Bloom.” The meaning behind this common saying is that children’s basic needs, identified by Abraham Maslow’s hierarchy, must be met before they can embrace academics as outlined in Benjamin Bloom’s taxonomy. Students must feel safe, connected, and heard. Set aside time to talk before time to learn. If teachers feel short on time, incorporating students’ thoughts and feelings into a lesson through an art project or writing activity is one way of blending needs and academics.

Maslow’s Hierarchy of Needs

Bloom’s Taxonomy

Develop a plan to teach the curriculum, and be ready to adjust.

Curriculum Leadership Institute recommends that teachers develop a curriculum pacing guide and update it at the beginning of each school year.  Last year, planning was based on delivering the curriculum through onsite instruction.  We now know that this may not be possible for the upcoming year. Therefore, everyone needs to be prepared to teach online to some degree.

The first step in creating a pacing guide for instruction is to prioritize the curriculum at each grade-level and in each subject area.  Some targets are critical for sequential learning, but to keep students on grade-level, teachers will need to let go of some targets of lesser importance.   Facilitate collaborative conversations between teachers of adjacent grades to make sure there are no preventable gaps in skills or content when prioritizing.

Next, identify any parts of your curriculum that didn’t get taught during the stay-at-home order. This should also be discussed during those grade-band conversations.  If essential pieces are missing from the previous grade, students need those gaps filled before they can be successful in learning the essential grade-level material.  A natural solution is to teach them consecutively.  For example, consider the second-grade math outcome that was omitted last spring. It reads: Students will determine the attributes of two-dimensional shapes. Students must learn this concept before they can be successful in the third-grade outcome: Students will use the attributes of two-dimensional shapes to classify and calculate perimeter.  On your pacing guide, block a few weeks for teaching attributes of shapes and plan to instruct the second and third-grade outcomes consecutively as illustrated below.

If your school implements a hybrid schedule to include both onsite and online learning, encourage teachers to teach the critical pieces of their curriculum onsite. Then, online instruction can be used to review previous essentials through guided practice and real-life application.  A hybrid approach to learning will require frequent updating of pacing guides. Flexibility is critical when moving between onsite and online learning.

One last note for planning is to use time during an onsite parent night or open house to share important details relating to instruction.  The learning targets provided to parents should include the essentials recently determined by the grade-level teams.  Also, take a moment to give parents a little online instruction regarding the features of the Learning Management System (LMS) you plan to use throughout the year.  Many parents became “substitute” teachers last spring and will appreciate the opportunity to receive a little advance training if they are required to step in for instructional support.

The next segment of our two-part E-hint will focus on instructional options and checking for understanding.  Stay tuned for its release to help you continue your preparation for the new year.

The Importance of Teacher Leaders in a District

by

Teachers at school in the classroom ready for work
Click here for a printer-friendly version.

Academic leadership need not rest solely on the shoulders of district and building-level administrators, but can often be more effective when shared with classroom teachers. Unfortunately, some teachers may feel less willing to go the extra mile or create quality work when tasks appear as a directive with no teacher input. But, when teacher leaders are utilized to lead the work and provide examples of quality, their peers tend to buy-in. Many of our partner districts have chosen this route as they work through their curriculum, instruction, and assessment work.

What is the role of a teacher leader? Primarily, teacher leaders are expected to support and lead positive gains in student achievement.  Some responsibilities may include mentoring or coaching other teachers, developing or leading professional development sessions, serving on leadership teams and committees, or collecting and monitoring data.  Districts often hire teacher leaders in the role of instructional facilitator, to work with a specific range of grade levels or to be content specialists. They are often expected to serve as experts in a particular field or grade level and to lead curriculum development efforts.  One of their most important responsibilities is facilitating the lines of communication among all parties.

Why is there a need? There are numerous reasons.  Teacher leadership programs emphasize the concept of shared leadership in a district. A facilitator may attend a conference as a district representative and, upon return, share the information with staff through local professional development.  This approach is helpful for districts experiencing financial cutbacks or those trying to minimize lost student contact time with teachers.  It can also relieve an additional initiative from the plate of the principals.

Teacher leaders are also beneficial when it comes to making decisions based on data.  The need to increase student learning results has encouraged educators to collect and analyze data and respond to student needs accordingly.  Classroom teachers can save valuable instruction and preparation time by relying on a teacher leader to pinpoint data trends and suggest instructional strategies for improvement.

Retaining quality teachers is critical to the success of any school district and the educational field as a whole.  Even though college programs have extensive training for young educators, it is impossible to prepare them for every aspect of their actual teaching experience.  Many districts now incorporate a mentoring program directed by the instructional coach, which provides support in instruction, resources, and classroom management.           

Why does it work? A coaching relationship with another colleague can benefit the classroom teacher through modeling, team teaching, or mentoring in a non-evaluative way.  This personalized support provides immediate feedback that allows for noticeable improvement as changes are made in previous practices.  Research shows that using cooperative learning with peers at any level translates into significant gains.

Shared leadership provides a balanced foundation for any initiative.  Whether it is curriculum development or implementing a new instructional strategy, the coach’s job is to support practices and share responsibility for ensuring success.  Some coaches are specialists in content, and others are experts of specific grade levels. Either way, this knowledge and experience allow coaches to help teachers prepare for student learning transitions and make sure content and skill development builds when curriculum is addressed. Districts utilizing teacher leaders create a critical communication link in the school improvement process.  When educational leaders have the necessary training and are used correctly, the qualitative and quantitative gains a district can make are immeasurable.