Curriculum Leadership Institute

Pathways to School Improvement

E-Hints Related to Governance and Leadership

Below is an archive of E-Hints related to the governance and leadership of curriculum, instruction, and assessment work. We welcome you to use them to make improvements district- or schoolwide, or share them with a colleague who might benefit.

Thank you for ensuring that your staff is doing what's best for kids!

Leadership Tip - Participate in the development of curriculum. Select a subject area that you are most familiar with and be an active member of that committee. You'll have a better understanding of what is involved and how the curriculum is intended to be used.

Finding Time

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A teacher’s job has always included more than just what takes place while students are in the classroom—and always should.  Besides the obvious lesson planning and grading, teachers need to be involved in curriculum development, data analysis of student learning, problem-solving, and other professional development activities related to teaching/learning research and strategies.  These activities are necessary if we are to make a difference in student learning.  However, they all take time, and to be effective, they will require more than just a few minutes grabbed here and there. So, where do we find this time?  That question has become a significant problem for many schools.  Here are some ideas that various districts are using.

Make Your Current Meeting Time More Efficient

Many scheduled meetings could be much more productive if the district would establish a set of rules, called norms, and adhere to them without exception.

  1. Have a clear purpose and expected result for the meeting. Communicate these details to all who will attend in advance.
  2. Make sure everyone has sufficient notice of the meeting, the timeframe, and location to enable them to participate.
  3. Start on time and have all your materials ready.
  4. Have an agenda for the meeting and stick to it. If an additional topic comes up as a result of the meeting, put it on the next meeting’s agenda. 
  5. Do not waste meeting time on topics or announcements that can be delivered electronically or by memo. 
  6. Keep phones on silent and close laptops and tablets unless the meeting tasks require them to be open.
  7. Avoid sidebar conversations during the meeting.
  8. End on time. 
  9. Have someone in charge of leading and organizing the points above.

When to schedule shorter meetings

A late start or early release. Starting school an hour later or ending school an hour sooner allows the entire staff to meet.  Even though this isn’t always accepted with a lot of enthusiasm by parents, communicating the change in schedule far enough in advance can generate support over the feelings of inconvenience. 

Common Planning Time. Because there is a definite time limit, staying focused on the agenda is critical to a productive meeting.  Districts whose teachers meet daily have a fixed routine down to make these meetings productive.

Using teams. Many school districts use the team approach, where several teachers work with multiple classes at one time.  While this frees up other teachers for additional time to collaborate, it also allows for blocks of time for rotations through “specials” like music, art, and physical education.

Before or after school. Once again, this type of meeting has a time limit, but it can be a quick way to touch base.  If a district has an online meeting platform, teachers can gather virtually without leaving their classrooms.

When Extended Time is Needed

Summer work. This option is becoming the most popular.  Teachers can have a “boot camp” to meet for consecutive days.   The amount of time could be full, half, or three-quarter days for a week or two. Extended days allow teachers to accomplish quite a bit during the sessions.  There are no plans to make for substitutes, and teachers’ focus will be less divided.

Release time- one day a month. A full-day meeting allows teachers to start fresh at the beginning of the day with minimal interruptions.  Usually, all colleagues are available because it is during a contract day.  While a substitute is required, the cost of this is less than paying for out-of-contract teacher time.

Release time – consecutive days. Even though it is challenging to be out of the classroom for successive days during the school year, it does allow teachers to get “on a roll” for the task at hand.  Productivity tends to be higher when workdays are back to back.

After school meetings. This choice is the least desirable option and should only be scheduled if there is no other alternative.  There are no substitutes needed, but teachers are tired after school.  Some may even have extra duties, which may prevent a full team from meeting at the same time.

The solutions for “how to find time” presented in this E-Hint are simply the ones most commonly used now.  However, each district should think creatively and explore other options. What’s essential is for boards of education and district leaders to recognize the impact that the additional teacher-time has on student learning.  With higher achievement as the result, it should make “finding time” a number one priority.

Do Standards Improve Learning?

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Eight years later, did the Common Core Standards help or hurt? This might be the million-dollar question with equal numbers of supporters on each side of the debate. While this question can be posed regarding any set of state or national standards followed by a district in the past or present, one important distinction to remember is that not all districts providing scores started the implementation of the Common Core Standards at the same time. The debate rages based on measures of learning and implementation of instruction, which both might be valid or invalid to varying degrees. A look at some factors could lend skepticism in the use of data collected at this point, both positive and negative. No matter on which side of the debate one finds themselves, some common arguments cannot be easily dismissed. However, the cause of the success or lack of success is harder to pinpoint without taking a closer look. 

In an article published by Matt Barnum in Chalkbeat, April 2019, there is a list of pros and cons of the Common Core and a summary of the reasons that student learning data is or is not as strong as expected. The descriptions of positive statements about the Common Core Standards mostly refer to the standards themselves. However, the negative statements about the Common Core Standards mostly refer to the implementation of the standards within the classroom or the district.  Researcher Mengli Song of the American Institutes for Research summarizes the results of the Common Core Standards in much the same way, as Meador reported in an article for ThoughtCo in September 2019. Song also cites the lack of consistent data collection techniques and the fact that the research is lacking in reports on success.

We at the Curriculum Leadership Institute (CLI) have been working with districts for more than 25 years in finding solutions for districts to overcome the shortcomings in student success. Our hands-on research has led to conclusions supported by district and state data across the country.  CLI finds that the solution is often not limited to the existence or non-existence of standards. Our use of a specific model to establish a systemic process of determining curriculum, implementing curriculum, and developing and implementing measures of success within the district affect positive gains in student learning regardless of the standards in place.

Standards are essential and can lead to comparisons across various districts and currently across states. However, standards are not curriculum, and it requires collaboration among district teachers and stakeholders to define standards as curriculum.

Curriculum without thoughtful implementation produces less success in improving student learning than expected. Collaboration among classroom teachers for best practice and in seeking professional development for improving instruction produces positive results across the district.

Developing valid student assessments to measure success also requires the collaboration of classroom teachers and other professionals within the district. Following the administration of the assessments, analysis of the data is critical to critiquing and improving instruction. 

Structured, consistent collaboration among district stakeholders, classroom professionals, and local specialists produce positive results as long as there is a systematic approach to making and monitoring systemic efforts for improved student learning. 

All of these pieces have been critical parts of the CLI Model and the evolution of the model is in reaction to current research and current mandates at the state and federal levels. Need help to get it going? Contact us and we will get you started!

References:

Barnum, Matt. “Nearly a decade later, did the Common Core work? New research offers clues” Chalkbeat, April 29, 2019.  https://chalkbeat.org/posts/us/2019/04/29/common-core-work-research/

Meador, Derrick. “What Are Some Pros and Cons of the Common Core State Standards?” ThoughtCo, Sep. 3, 2019, https://thoughtco.com/common-core-state-standards-3194603.

How to Evaluate Your Capacity for a Systemic Culture

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Districts are challenged more and more to develop or maintain a systemic culture for curriculum, instruction, and assessment.  Very often, the first challenge is in determining the extent to which a systemic culture exists and in this E-Hint, our goal is to give you the questions and some tools to figure out where your district is and what steps might help move you closer to solving the challenges of establishing a systemic culture. 

While not a comprehensive list by any means, we present this list of questions to initiate and open a dialogue regarding district-wide academic processes among stakeholders within a district.  These challenging questions, posed from a first-person perspective, could help an administrative team affirm or evaluate their current curriculum structures and processes. 

  1. Do we have an academic structure in place to ensure that our curriculum processes are district-based rather than site-based?
  2. Do we have a model or system of processes we follow, as a district, for alignment of curriculum, instruction, and assessment?
  3. Does our current model or system of processes have a built-in reporting method so that documentation is readily available for accreditation visits or mandated reports (ESSA, State Accreditation Models, etc.) without having to spend an extra amount of time and expense to prepare such evidence?
  4. Have we, as a district, studied change theory sufficiently to support first- and second-order changes within the district?
  5. Do we need outside help to establish a systemic, shared decision-making culture for these issues?
  6. Do we have a district-wide, board-approved policy for how curriculum, instruction, assessment, and student learning decisions are made to ensure stability when there are administrative staff changes?
  7. Do we have a structured timeline (long-range plan) to indicate the cycle of curriculum development, resource adoption, and the writing of local assessments for every subject area?
  8. Do we have a district-wide, representative body of stakeholders (various levels of administration, teachers, specialists, board members, community members) that meets regularly rather than leaving the responsibility to a single person to address such things as:
    • Acceptable grading practices
    • Assessment use (security and administration)
    • Accountability requirements to assure implementation of the district curriculum
    • Instructional alignment to the curriculum
    • Definitions of mastery
    • Use of data from assessments
  9. What roles do the building principal or other administrators play as instructional leaders in their buildings as well as within the district?
  10. Do we have consistency in what is taught and what is expected of students within the same grade level or course regardless of the teacher, building, or year?
  11. How are new staff members prepared to follow the model/procedures before they begin teaching in our district?
  12. How does the district ensure that the required use of the curriculum is put into practice with fidelity?
  13. Do we have valid, local assessments to use as data for timely intervention for students who are struggling?
  14. Do we have a method or practice to examine student learning data to improve our instructional strategies, our assessment techniques, or our expectations for students?

Although not exhaustive, these are some examples of questions that the Curriculum Leadership Institute Model for School Improvement provides support in answering.  Click here for a rubric to determine where your district’s current strengths and weaknesses are in addressing these critical issues.

Preparing NEW Teachers to Meet the Learning Needs of Students

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As the summer break from the classroom challenges continues, it is time to reflect on how to best prepare novice and new teachers for the school year ahead.  After hiring a teacher, a school district has an obligation to make every effort to assure the students assigned to the new teacher’s classroom will have the best possible opportunity to learn and grow.

There are many factors that encourage new teachers to leave the classroom.  Besides the usual culprits of low salary, extreme demands on time, frustration with the challenges of motivating students, there are factors that can and should be addressed by the district before the school year starts.  Support before the school year prepares new hires or novice teachers for the challenges to face them and, perhaps, encourages the new teacher to stay as an effective classroom teacher and a contributing member of the professional community of the district.

According to Kendyll Stansbury and Joy Zimmerman in the WestEd publication Designing Support for Beginning Teachers, “A third of beginning teachers quit within their first three years on the job.  We cannot stand for this kind of dropout rate among students, and we can no longer afford it in our teaching ranks.  … What lifelines can we offer so they will remain in the profession and develop into highly effective classroom educators?”  

How can districts capitalize on the time available to make sure new teachers are ready for the challenges facing them?  

In designing such an opportunity for your new teachers, there are considerations other schools or districts have added to their programs.  The following list of priorities is compiled from recommendations and discussions from Susan Totaro and Mark Wise of West Windsor-Plainsboro Regional School District in New Jersey, Stansbury and Zimmerman from WestEd, David Goldblatt of SwingEducation, and new teacher orientation agendas prepared by Curriculum Leadership Institute Consultants.  

  1. Professional development orientation that emphasizes the district’s vision for learning  
  2. Opportunities to collaborate with colleagues  
  3. Meet a wide variety of district stakeholders (including students)
  4. Teachers experience being treated as the district expects students to be treated  
  5. Exposure to the expectations for student learning 
  6. How data are used in their classroom and in collaboration with colleagues 
  7. Procedural policies for classroom management 
  8. Available instructional resources and their intended use
  9. Discussion of established district or school adopted and expected instructional strategies
  10. District policies for curriculum development and implementation requirements 
  11. How and where to access the district curriculum and assessments
  12. How to participate in feedback for curriculum improvement
  13. Build “communities” of experienced colleagues for support and advice

A common mistake in “new teacher orientation” plans is to try to deliver as much information as possible for procedures that will occur throughout the year.  While every district has its own structures for new teacher orientation, the cited authors all cautioned against packing the orientation time with deadlines and rules that can be communicated later in the year.  

Clearly, a new teacher who has thoroughly interacted with the district’s Vision and Mission and identified the district’s learning expectations of all students starts the school year with a clear picture of how to best serve the students assigned to them!  

Communicate and Celebrate Another Great Year!

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Click here for a printer-friendly version.It is amazing how quickly a school year goes by!  Often, we feel like there is not enough time to complete all of the tasks we planned.  But if you are staying true to your Long Range Plan, it’s a sure bet that you’ve been improving throughout the year and should communicate and celebrate the work that’s been done!

For an effective activity to reflect on your committee’s achievements, try addressing “Where have we been?  Where are we now?  Where are we going?”  Post three large pieces of paper around the room (poster size if you have it), with one of the headings “Where have we been?”  “Where are we now?”  or “Where are we going,”  divide your committee into three groups, and assign each group one of the posters, and, consequently, one of the questions.  Ask them to think about the question to which they are assigned and write their answers on the poster.  Then, you can either ask the groups to share out now, or they can rotate posters and add to them before sharing out.  Make sure to have someone record this information in the minutes and communicate it to the rest of the district, and even the public!

Not everyone can sit in on your committee work and may, therefore, misunderstand the intent, or even the results, of your work.  Take the time to communicate your successes to the rest of your stakeholders.  Make sure to do this in multiple ways; perhaps in a staff meeting, through email updates, on your website, and even in the newspaper.  Make your community proud of the great work that you are doing to improve teaching and learning!

Do not forget to have meaningful celebrations for those who are doing the hard work.  During the last day of committee work hold a potluck lunch, or cater it if you have the funds.  On the last day of school for teachers, use the last hour or so to thank all teachers for the work they’ve done.  Bring food (of course!) and make an example out of the teachers who did excellent work.  Perhaps award them with some school swag like a shirt, hat, or jacket with the school logo.  Whatever you decide to do, make sure you point out the specific things you’re celebrating.  It’s ineffective for you to leave the recognition with a blanket statement like, “Thank you for all you do for our students.”  Make sure your celebration is meaningful.

Photo credit: Jason Leung

 

Use School District Experts for Local Professional Development

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Here is How and Why it Works

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Similar to meeting the varying needs of students in the classroom, it is also difficult to meet the staff development needs of teachers within a school building or throughout a district.  Some teachers are more experienced in the area of technology while others are well versed in classroom management.  Why not utilize the individual strengths of staff while providing local professional development?  The simple solution is to have resident specialists share their expertise with their peers in a casual, learning environment of his/her classroom. 

A starting point for this process is to have each teacher designate his or her professional strengths.  Some teachers are naturally more comfortable at presenting in front of others so make sure to ask if they would be willing to share those skills with their peers.  Then, have teachers identify some areas where they want to grow.   If the instructional coach or professional development leader is already aware of some areas of need, then a checklist can be created in advance so the teacher can complete and return it to the building leader.  A Google Form is a quick and convenient way to gather this information.

Once the building leader identifies the top areas for training, provide the teachers with a list of five to six topics.  Have each teacher identify his/her top priority in the topic list
with a one, followed by the second choice with a two, etc.  This information is used to determine the top four topics.  Save those with fewer votes for future professional development.  The next step is to ask the willing staff members to provide a mini-lesson over key points of the topic.  Some, especially areas of technology, may involve a team teaching atmosphere, so keep in mind there could be more than one teacher comfortable providing instruction in a high priority area.  Do not leave out possible leaders.  Newer and veteran teachers can provide fresh ideas and best practices for sharing.                       

Providing the presenters adequate planning time for their mini-lessons is essential, too.  Schools have funds set aside for professional development, so use some of this money for a floating sub to cover classes throughout a day, to provide an extra plan time, or draw on after-school hourly pay to compensate the presenters for their preparation work.

As teachers, we have to remember that giving our students too much information at a time can often be overwhelming to our learners.  When planning the staff development mini-lessons, twenty-five minutes is just enough of a sample to keep educators’ interest without losing them.  Half-days of professional development are ideal for this format.  A sample schedule appears below showing how four groups rotate through each session.

There are times when it is necessary to bring in the experts, but sometimes the experts are already there.  Not only is this type of staff development cost-effective, but it also provides an opportunity to build support networks across a district.   Having a local expert available allows additional support opportunities for reinforcement.  Consider the following suggestions for follow-up: 

 1.  In a staff meeting, have teachers share how the implementation of the new information impacted their classrooms.

2.   Provide an opportunity for those interested in learning more to observe the presenter using the content, technology, or strategy in action. 

3. Designate a question/answer time at the next professional development day for learners to ask further questions of the presenters. 

All of these suggestions can help teachers keep new skills fresh. When educators are allowed to assist with the planning, implementation, and follow-up of their professional development opportunities, they will be more likely to use the knowledge and skills to increase student achievement.