Getting to a guaranteed and viable curriculum
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Getting to a Guaranteed and Viable Curriculum. Empowering Teacher Leaders to Develop District Level Rigorous Curriculum October 24, 2011. Greater Albany Public Schools 8J. Michael Ann McIlvenny, Director of Elementary Education Martha Kroessin, Writing Leader Facilitator & 4 th Grade Teacher

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Getting to a guaranteed and viable curriculum

Getting to a Guaranteed and Viable Curriculum

Empowering Teacher Leaders to Develop District Level Rigorous Curriculum

October 24, 2011

Greater albany public schools 8j

Greater Albany Public Schools 8J

  • Michael Ann McIlvenny, Director of Elementary Education

  • Martha Kroessin, Writing Leader Facilitator & 4th Grade Teacher

  • Lisa Shogren, Reading Leader Facilitator & Instructional Coach (Literacy & Math)

  • Jennifer Vomocil, Math Leader Facilitator, Math Coach & 7th/8th Grade Math Teacher

Charlotte danielson talk about teaching p 39

Charlotte Danielson “Talk About Teaching!” P.39

“It’s important to recognize that teachers are subject to the same motivational factorsas their students. Teachers, too, prefer collaboration to isolation in their work,…..Similarly, teachers resist overly-controlling environments and are highly motivated by the need to feel competent and masterfulin their work. Finally, solving problemsrelated to their practice is highly rewarding; deciding on a course of action to solve a complex problem is far preferable to following someone else’s script.”

John van de walle 2007 p xvii

John van de Walle (2007, p.xvii)

“Believe in kids! Allow them to think, to struggle, and to reason with new ideasas together you find the excitement that happens when mathematics makes sense.”

Defining the work of the teams

Defining the Work of the Teams

  • Develop the Guiding Practices and the goal of the team

  • Define the roles of the facilitator/s, leaders (teachers), principals, Board of Directors

  • How do you prioritize the work?

    • Curriculum Adoption Cycle

    • PLC Team/Building Improvement Plans

    • Political/financial impacts on schools – AYP, CCSS

How do you select a leader

How do you select a leader?

  • Reflective in their professional practice

  • Frustrated in the outcomes

  • System thinkers

  • Team oriented

  • Believe that the work will make a difference!

How do you select the facilitator

How do you select the facilitator?

All the skills identified for a leader AND,

  • Respected by their colleagues

  • Have a level of expertise through deep reflection and practice - researcher

  • Confident in themselves

  • Patient

  • The ability to make things doable!

How to empower the team

How to Empower the Team

  • Assess the balance of the team (N, S, E, W)

  • Develop norms

  • Create agendas that are based on shared research, data, action-oriented (think, struggle)

  • Create dialogues that are rooted in solutions/ideas

  • Develop the evidence – Pacing Guides & Common Assessments

  • Create the ‘Road Map’ (vision)

  • Let stuff “run” – get feedback and make revisions annually

What the experts say about

What the Experts Say about:

A good Pacing Guide will . . .

Be the result of teacher collaboration

Based on the state standards (Common Core State Standards)

Provide curriculum guidance rather than prescriptive pacing

Provide links to rich material that teachers can access, include in their program to fit their own teaching, and learning styles

Be flexible and pliable; ever changing as students' needs change

Map out topics that are on the state test

Help teachers stay on track

Ensure curricular Continuity and alignment

J. David 2008, Educational Leadership

By teachers for teachers

By Teachers for Teachers

  • Rolling out the expectations that have been defined by the Team

  • Teacher leaders do the training for teachers

  • Focus on research-based practices, comes better from a teacher to a teacher

  • Teachers follow up throughout the year providing support in the building

  • Encourage feedback

  • Instructional Coaches

The principal is the key

The Principal is the Key!

Trust the work of the leaders by:

  • Follow through on principal expectations/duties during the process

  • Support the training by active participation

  • Use time in the building to reinforce the work, make this work a priority

  • Observe teachers teaching and give feedback

Replicating this model in the building

Replicating this model in the building

  • Think about the work you want to accomplish

  • Determine if you can trust in the process

  • Define the roles and communication loop

  • Select leaders with the criteria on slide #6

  • Let them think, struggle, and come up with new ideas

  • Let them roll out the plan to their colleagues

  • Accept feedback and do something with it

  • Be their cheerleader!



There are GIANTS walking among us.

Leaders who envision a future where students achieve at levels beyond our wildest dreams;

Leaders who recognize and seize talent when it’s merely a wisp;

Leaders who believe that together has power;

Who are not afraid to roll up their sleeves and dive in to help;

Who show average people how to do the work of superior people and not concerned with who gets the credit.

Who are the GIANTS in YOUR world?Martha Kroessin ‘11

Thank you

Thank You!


Contact Information:

Greater Albany Public Schools


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