Stage 1 planning design preliminary tasks
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Stage 1: Planning, Design & Preliminary Tasks. Master Scheduling for Academies, Pathways, & Smaller Learning Communities . Stage 1: Planning . Assemble a Master Schedule Team An administrator who can make decisions about courses to be offered and teacher assignments.

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Stage 1: Planning, Design & Preliminary Tasks

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Stage 1 planning design preliminary tasks

Stage 1: Planning, Design & Preliminary Tasks

Master Scheduling for Academies, Pathways, & Smaller Learning Communities


Stage 1 planning

Stage 1: Planning

  • Assemble a Master Schedule Team

    • An administrator who can make decisions about courses to be offered and teacher assignments.

    • A counselor who meets with students and knows graduation and college entrance requirements.

    • Non-teaching staff to support student Pathway/course selection and data entry


Master schedule team

Master Schedule Team

  • Teachers from one or more Pathway (and one or more Departments) who have an interest in the success of personalized programs of study AND college and career readiness for all

  • Other stakeholders (union rep, parent, student)


A team approach

A Team Approach

  • A master schedule team that is empowered to make decisions, but also involves all stakeholders in coming to consensus on scheduling principles and priorities.


Planning guiding principles

Planning – Guiding Principles

  • Establish a set of Guiding Principles, Priorities, and (possibly) non-negotiables:

    • A commitment to a student-centered, learning-centered master schedule which supports achievement and equity.

    • A commitment to a master schedule that supports interdisciplinary teaching and learning, including project-based learning and other forms of deeper learning.

    • A commitment to a master schedule which is also teacher-centered, supporting time for communities of practice (common planning time)


Planning guiding principles1

Planning – Guiding Principles

  • A commitment to a schedule that ensures equal access to challenging curriculum, heterogeneous pathways, and flexibility for improved instruction.

  • A master schedule building process that is open, inclusive, transparent, and collaborative.

    • Example: Rigor – Relevance – Relationships – Results


Planning

Planning

  • Identify and address any scheduling opportunities, needs, or constraints

  • Dialogue/Communicate about the master schedule plan and process with faculty, staff & other stakeholders

  • Administer Faculty Planning Survey

  • Meet with Pathway Leads/Teams, Department Heads, Pathways and Departments Together

  • Solicit Student Input

  • Communicate, Communicate, Communicate


Stage 1 planning continued

Stage 1: Planning (continued)

  • Develop and disseminate a Master Scheduling Process and Timeline (who/what/when/as measured by)

  • Review/Update Curriculum and Courses (District-course approval process; course descriptions, catalogue, course codes, ROC/ROP offerings, etc.)

  • Engage stakeholders in Determining Pathway Program(s) of Study AND Course offerings


Stage 1 to stage 2

Stage 1 to Stage 2

  • In preparation for Stage 2: Begin to Develop Pathway/program of study/course selection/registration packet, process, and timeline

  • As appropriate, develop new course descriptions, obtain necessary approvals, etc.


Planning recommendations

Planning Recommendations

Involve students, parents, district representatives, and the teachers’ union early in the process.

Create charts and other visual representatives. Communicate possible changes, thoughts and decisions.


Sidebar some planning considerations

Sidebar: Some Planning Considerations

  • Will ALL students be in Pathways?

  • Will Pathways include grades 9-12? 10-12? 11-12? Other parameters?

  • Size Matters –

    - optimum Size of a Pathway

    - optimum # of pathways per school

    (depending on total school enrollment)

  • Importance of establishing course numbers or tags unique to each pathway)


Sidebar some pathway considerations

Sidebar: Some Pathway Considerations

To what extent will each Pathway have a distinct program of study (its own curriculum) ?

  • What specific courses (required, elective, or both) will students take inside the Pathway? Outside the Pathway?

  • Will some classes (or course sections) be “global” – open to students from all Pathways?


Sidebar some pathway considerations1

Sidebar: Some Pathway Considerations

  • Will certain courses be offered in multiple Pathways? OR in all Pathways? (Example: If World Cultures is offered in all Pathways, there will be a way to establish pathway specific course numbers, subscripts, or tags for each pathway-specific World Cultures section)

  • Will some Pathway courses be open to students from other Pathways? (Example: AP Biology in a Health Pathway; AP Physics in an Engineering Pathway, etc.)


Pathway considerations

Pathway Considerations

  • How will each Pathway Teacher Team share a common planning period that enables the pathway teaching team to function as a community of practice? (entire team; lower division teacher team & upper division teacher team, grade-level team, etc.)

  • Will there be a release period/ coordination period for the Pathway lead teacher?


An invitation to share

An Invitation to Share

CCASN will continue to add and refine resources and tools included in the CCASN Master Schedule Guide. We invite you to share your own master schedule tools, strategies, and effective practices.

Please share resources and suggestions with Patricia Clark ([email protected]) and/or Phil Saroyan ([email protected])

THANK YOU.


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