Prepare a Curriculum Management Plan

User Generated

zxnyv

Writing

Description

For this assignment, write a paper using the model in the Wiles’ textbook to design a Curriculum Management Plan (CMP). Complete in 12 font times roman, citations, Apa style,5 references, and no plagerism. Your plan should address the school district’s need for a district-wide customer service-training program for all staff. Be sure to include the following in your paper:

  • Explain in detail what steps you would take to accomplish this task.
  • This should be an opportunity for you to create a purposeful plan that you could implement in a school setting.

Length: 7 pages, not including title and reference pages.

References: Minimum of five scholarly resources.

Attached is a Design a Curriculum Plan Design PDF

Also please label the file LackeySIL7000-5

Also please label the cover page

LackeySIL7000-5

Week 5

North Central



Unformatted Attachment Preview

Cape Elizabeth Schools Curriculum Management Plan QuickTime™ and a TIFF (LZW) decompressor are needed to see this picture. June 2008 Acknowledgements Thank you to members of the following groups for the efforts in developing this document: Curriculum Management Plan Working Group Linda Alfiero Carrie Apanovitch Joanne Bearor Gretchen McNulty Jamie Michaud Sarah Simmonds Curriculum, Instruction, and Assessment Team Pond Cove Linda Alfiero Janet Amberger Tom Eismeier Marianne Harrington Middle School Joanne Bearor Steve Connolly Jamie Michaud High School Carrie Apanovitch Gretchen McNulty Jeff Shedd Joel Shroder District Dominic DePasty Alan Hawkins Shari Robinson Sarah Simmonds School Board Rebecca Millett School Board Patricia Brigham Karen Burke Peter Cotter Rebecca Millett Katharine Ray Linda Winker Table of Contents I Introduction A. Rationale for Curriculum Management Plan............................................4 B. Curriculum Management Plan (CMP) Overview .....................................5 II Philosophy A. Philosophy of Curriculum ...........................................................................7 B. District Mission and Beliefs .........................................................................7 C. Future Directions Plan Goals and Objectives............................................8 D. Profile of a Graduate....................................................................................9 III Professional Learning Communities (PLCs) A. Description ..................................................................................................10 B. Rationale......................................................................................................10 C. Elements of Highly Successful PLCs ........................................................10 D. Facilitating a PLC.......................................................................................10 E. Curriculum Related PLCs: Groups Involved in the Process of Developing Curriculum..............................................10 IV Curriculum Design A. Curriculum Development Process: Getting to the Formal, Written K-12 Coordinated, Connected Curriculum...............................12 B. Making Changes to the Formal, Written Curriculum............................13 C. Introducing or Eliminating Courses or Programs ..................................13 D. Curriculum Design Overview....................................................................13 V Curriculum Implementation .....................................................................14 VI Curriculum Monitoring ..............................................................................15 VII Curriculum Evaluation A. Who..............................................................................................................16 B. Procedure ....................................................................................................16 VIII Roles and Responsibilities A. School Board ...............................................................................................17 B. Superintendent............................................................................................17 C. Facilitator of Curriculum and Professional Development......................17 D. Principals.....................................................................................................17 E. Teacher Leaders or PLC Facilitators .......................................................17 F. Teachers.......................................................................................................18 G. Parents .........................................................................................................18 H. Students .......................................................................................................18 IX Communication..............................................................................................19 X Resources........................................................................................................20 XI Appendix ...................................................................................................21-26 1. Curriculum Design Timeline 2. Curriculum Approval Criteria 3. Cape Elizabeth Schools K-12 Curriculum Template 4. Support Information for Completing the Curriculum Template 5. Curriculum Changes Proposal Form 6. PLC Reflection/Documentation Sheet I Introduction A. Rationale for Curriculum Management Plan In keeping with the goals and objectives of Cape Elizabeth’s Future Directions Plan, we will create, use, and maintain a plan for curriculum development and review. As stated in the Maine Department of Education’s Guidelines for The Curriculum Development and Review Plan: The purpose of the Curriculum Development and Review Plan is to establish a process through which curriculum is developed, implemented, reviewed, evaluated, and revised on a regular cycle. This process should ensure that: • • • the curriculum helps the district realize its vision for educating its young people; there is a method to achieve K –12 alignment of curriculum, instruction and assessment to the Maine’s Learning Results [in addition to national and local standards]; and all students have meaningful and reasonable opportunities to learn, achieve and demonstrate the body of knowledge and skills represented in Maine’s Learning Results [in addition to national and local standards] 4 B. Curriculum Management Plan (CMP) Overview 1. General Explanation of Components Figure 1: Components of the Curriculum Management Plan (CMP) include: ☼ Curriculum Design ☼ Curriculum Monitoring ☼ Curriculum Implementation Professional Learning Communities ☼ ☼ Curriculum Evaluation Definitions Curriculum Design – The philosophical and practical framework for the development of curriculum – to include the timing, scope, and procedures for curriculum creation and review (See Section IV). Curriculum Implementation – Comprehensive staff development designed to empower and ensure teachers have the knowledge and skills necessary to deliver the written, taught, and tested curriculum (See Section V). Curriculum Monitoring – Procedures for ensuring curriculum delivery in order to determine whether approved curriculum is implemented consistently in classrooms (See Section VI). Curriculum Evaluation – Procedures to determine curriculum effectiveness and approaches by which assessment data will be used to strengthen curriculum and instruction (See Section VII). Professional Learning Communities (PLC) – Teams of educators systematically working together to improve teaching practice and student learning. PLC’s are the means by which the previous four components of the CMP are developed and carried out (See Section III). 5 Figure 2: The Curriculum Management Plan is designed to achieve alignment between: Taught Curriculum Written Curriculum Tested Curriculum Definitions Curriculum Alignment – A process of coordinating the K-12 written, taught and tested curriculum across disciplines. Alignment exists when teachers are instructing using the written curriculum; assessments are aligned to the written and taught curriculum, and the written curriculum is used to guide decisions about materials, texts, and staff development. Taught Curriculum – The delivery of the written curriculum; including the units of study, lesson plans, and/or approaches to instruction for teaching the written curriculum. Written Curriculum – Learning goals (aligned to designated standards) students are to achieve and teachers are to teach, including assessments, suggested methods and resources (See Curriculum Template in Appendix). Tested Curriculum – That portion of the written and taught curriculum that is assessed, both formally and informally, to evaluate student progress toward mastery of the written curriculum. 6 II Philosophy The district’s Philosophy of Curriculum, Mission and Beliefs, Future Directions Plan, and Profile of a Graduate inform every facet of curriculum. A. Philosophy of Curriculum The Cape Elizabeth School District believes that curriculum must: 1. Be collaboratively designed to coordinate and connect instruction horizontally and vertically K-12 2. Be informed by research and data, developed with an awareness of future trends, and aligned to designated standards 3. Guide teaching and learning with an emphasis on high expectations for student achievement 4. Emphasize quality instruction, both teacher-directed and student-centered, that is aligned with written, taught, and tested curriculum in order for teachers to accommodate the needs of all students. 5. Delineate essential student learning, define depth and breadth of instruction, include aligned assessments, and provide scope and sequence as appropriate to guide instruction 6. Be regularly developed, amended, and improved based on evolving student needs, assessment data and changing goals. 7. Serve, at different levels, as a guide for parents, students and teachers B. District Mission and Beliefs The Cape Elizabeth School District’s beliefs about education, teaching and learning are embodied in the District Mission, Values & Beliefs and Goals: Mission Ensure that all our students develop the knowledge, skills, behaviors and attitudes to become successful individuals and citizens. Values and Beliefs What we value, what we believe and therefore how we do things. About Students and Learning, we believe that: • • • • • • All students can learn. All students should be challenged and supported in their learning. Every student has abilities and talents that are worthy of being recognized and developed. Students benefit when they are held to clear and appropriate expectations. By providing meaningful and engaging education, we will connect with the strengths and passion for learning of each student. Education must prepare students to become competent individuals and productive citizens. 7 About Teachers and Teaching, we believe that: • • • In order to produce the highest levels of learning teachers need time for collaboration, reflection and professional development on a regular, consistent basis. Teachers must understand and address the different learning styles of their students. It is important that our community expects, values, and supports excellence in teaching. About Schools as Learning Communities, we believe that: • • • • Students and staff have the right to a safe, respectful and challenging environment conducive to learning. Education is a shared responsibility between students, teachers, parents and the community. We must provide a wide range of learning opportunities for our students and staff to be successful. The quality of the student-teacher relationship directly impacts learning and achievement. C. Future Directions Plan Goals and Objectives (June 4, 2007) Long Term Goal 1: The district will ensure that the learning needs of all students are met 1. Instructional programs and additional support will be designed to meet the needs and enhance the educational program for each student in grades K-12. 2. The District will identify, implement and continually assess student progress toward a clear set of K-12 student learning outcomes. 3. The school calendar will be adjusted as needed to meet the learning and development needs of teachers and students. 4. The district will ensure that students and staff experience a safe, comfortable and ethical school and district environment. 5. The district will design an annual process of district and school goal setting and reporting, based on systematically collected academic and survey data measuring district, student and school performance. 6. Create a K-12 curriculum that is coordinated, implemented, evaluated and refined on a regular basis. Long Term Goal 2: The district will attract, retain, develop and supervise the best possible staff for Cape Elizabeth Schools 1. Offer competitive compensation and professional employment opportunities. 2. Plan and implement an induction support system for new teachers and those with new teaching assignments. 3. Review and update the district wide framework for supervision and evaluation of professional staff. 4. Review and update the district wide framework for professional development in order to support the District’s goals and priorities. 5. Extend and enhance collaborative professional development experiences and opportunities 6. Participate in professional development opportunities which support the professional growth of staff and the District’s goals and objectives. 8 D. Profile of a Graduate In keeping with the State of Maine’s Guiding Principles for the Learning Results, a graduate from Cape Elizabeth Schools will achieve the Academic, Civic and Social Expectations established by the High School’s Mission and Expectations: All students entering Cape Elizabeth High School will graduate equipped with a personal plan for the future and with well-rounded skills and knowledge. CEHS will challenge students to reach their potential; to demonstrate self-confidence, respect for others, and responsibility for their community; and to embrace and welcome diversity. Academic Expectations All students will learn to… • • • • • write proficiently read well and reflectively conduct appropriate and in-depth research express themselves clearly in oral presentations analyze information and solve problems Before graduation students will demonstrate proficiency in each required content area as measured by school wide assessments. Civic and Social Expectations All CEHS students will: • • • demonstrate ethical and responsible behavior treat others the way they would like to be treated demonstrate a spirit of cooperation and teamwork in a climate that embraces diversity -Cape Elizabeth High School Mission Statement 9 III Professional Learning Communities (PLCs) A. Description When a school or district functions as a PLC, educators within the organization embrace high levels of learning for all students as both the reason the organization exists and the fundamental responsibility of those who work within it. In order to achieve this purpose, the members of a PLC create and are guided by a clear and compelling vision of what the organization must become in order to help all students learn. They make collective commitments clarifying what each member will do to create such an organization, and they use results-oriented goals to mark their progress. Members work together to clarify exactly what each student must learn, monitor each student's learning on a timely basis, provide systematic interventions that ensure students receive additional time and support for learning when they struggle, and extend and enrich learning when students have already mastered the intended outcomes. (DuFour, 2006) B. Rationale 1. When all stakeholders are actively involved in all phases of the curriculum, support for, and successful implementation of a higher quality curriculum will follow 2. PLCs are layered to promote community involvement, grade level content, interdisciplinary, and K-12 curriculum spiral support 3. PLCs support professional development, curriculum revision/implementation/evaluation, and best teaching practices C. Elements of Highly Successful PLCs (Kruse, Louis, and Bryk, 1995) 1. Critical elements of PLCs include: reflective dialogue, collective focus on student learning, deprivatization of practice, collaboration, and shared values and norms 2. Structural conditions for PLCs include: time to meet and discuss, physical proximity & cyberspace, interdependent teaching roles, teacher empowerment/school autonomy, and communication structures 3. Human/social resources for PLCs include: openness to improvement, trust and respect, supportive leadership, socialization, and cognitive/skill base 4. Tools & strategies in PLCs in order to ensure alignment of written, taught, tested curriculum include: looking at teacher and student work, use of protocols as appropriate, collaborative inquiry, internal & external “experts” D. Facilitating A PLC 1. Each PLC needs a Facilitator 2. PLC Facilitators receive professional development in facilitating PLCs 3. PLCs operate using the guidelines of highly successful PLCs (see Section III. C) 4. PLCs document their work according to the PLC Reflection Sheet (See Appendix) E. Curriculum Related PLCs: The Groups Involved in the Process of Developing Curriculum 1. District Curriculum, Instruction, and Assessment (CIA) PLC a. Purpose: To facilitate the entire curriculum process, ensure rigorous and relevant K-12 content specific curricula, support strong interdisciplinary connections between content areas, and ensure curriculum materials meet district criteria 10 b. Membership: Facilitator of Curr. & PD, Superintendent, Director of Instructional Support, principals, School Board representative(s), representatives from each school (grade level, content area representation as appropriate) 2. K-12 Content Area PLCs a. Purpose: To provide content area expertise, serve as a conduit for communication between schools and grade levels, oversee the K-12 flow of curriculum, serve as a clearinghouse for the grade level/department curriculum materials, build and strengthen collegiality within the discipline and across disciplines, and ensure a rigorous and relevant K-12 curriculum b. Membership: Teachers from each grade level with content area expertise/responsibility 3. Building Level Interdisciplinary PLCs a. Purpose: To build stronger interdisciplinary connections, ensure continuity, and coordinate workloads, topics/units, assessments and rubrics. b. Membership: Teachers from each content area 4. Grade Level/Department PLC a. Purpose: To provide input to the K-12 Content Area PLC reps and Building Level Interdisciplinary PLC reps, create and/or revise curriculum materials and templates (See Appendix), and monitor curriculum implementation b. Membership: Teachers from the same grade level or department 11 IV Curriculum Design The philosophical and practical framework for the development of curriculum - to include the timing, scope, and procedures for curriculum creation and review. Curriculum Approval Criteria (See Appendix) are based on the Philosophy of Curriculum (Section II. A) and Phi Delta Kappan Curriculum Guide Audit Criteria. A. Curriculum Development Process: Getting to the Formal, Written K-12 Coordinated, Connected Curriculum 1. District Curriculum, Instruction, and Assessment (CIA) PLC designates: a. K-12 Content Area PLCs b. Building Level Interdisciplinary PLCs c. Timeline and goals/priorities for the year (See Curriculum Design Timeline in Appendix) 2. Grade level/department PLCs meet: a. Share ideas, concerns, questions, issues with their K-12 Content Area PLC rep. 3. K-12 Content Area PLC engages in: a. Professional development on the CMP (curriculum process, roles, responsibilities…) b. Examination of state and national standards c. Examination of existing curriculum templates and related materials/resources (textbooks, other support resources, common unit plans, common assessments, common rubrics…) d. Examination of student learning data (from various classroom, common, district, and state level assessments) e. Examination of relevant content area research i. Best practices (content & processes) ii. Intervention strategies for students who struggle iii. Feedback from other stakeholders (administrators, teachers, students, community, other content area experts/consultants, other districts’ curricula…) 4. Building Level Interdisciplinary PLC meets to: a. Hear from K-12 Content Area PLC reps b. Share curriculum ideas, materials, information, possible issues/changes c. Build and enhance interdisciplinary curriculum connections 5. After completing the above items, the K-12 Content Area PLC will: a. Define the specific K-12 Priority Learning Goals (see Curriculum Template in Appendix) for each grade level i. Ensure alignment with state/national standards ii. Ensure appropriate sequencing and coordination K-12 iii. Ensure connections to Cape Elizabeth Interdisciplinary Expectations 6. Grade Level/department PLCs meet to: a. Approve K-12 Priority Learning Goals for submission to CIA PLC (See step 7) b. Send concerns back to K-12 Learning Goals to K-12 Content Area PLC (return to step 5) 7. Submit “K-12 Learning Goals Continuum” to CIA PLC for approval 8. Submit “K-12 Learning Goals Continuum” to School Board for approval and publication 9. Grade level/department PLC revise and update existing curriculum templates per Curriculum Approval Criteria (See Appendix) 10. K-12 Content Area PLC approves grade level/course curriculum template per Curriculum Approval Criteria (see Appendix) or return to step 9 with feedback 11. Curriculum templates are forwarded to CIA for approval using district Curriculum Approval Criteria (see Appendix) and publication 12 B. Making Changes to Formal, Written Curriculum 1. Changes to Priority Learning Goals a. Submit Curriculum Change Proposal Form (See Appendix) to Facilitator or Curr. & PD to be forwarded to K-12 Content Area PLC to proceed through steps 5-11 under Curriculum Development Process (See Section IV. A) 2. Changes to Other Information on Curriculum Template (see Appendix) a. Changes to major units, primary/core resources, second tier/exposure knowledge and skills, links to district and school expectations must go through a more formal change process that begins by submitting a Curriculum Change Proposal Form (See Appendix) to the Facilitator of Curr. & PD C. Introducing or Eliminating Courses or Programs 1. Curriculum Change Proposal Form (See Appendix) is submitted to Facilitator of Curr. & PD and presented to District CIA PLC 2. District CIA PLC may refer continued study and/or curriculum development to K-12 Content Area PLC, or may ask for continued work on proposal 3. If referred for continued study and/or curriculum development, see Section IV.B D. Curriculum Design Overview Figure 3: Curriculum Design & Development Major Changes Curriculum Evaluation (Formal & Informal) Curriculum Implementation Minor Changes Curriculum Monitoring 13 V Curriculum Implementation Comprehensive staff development designed to empower and ensure teachers have the knowledge and skills necessary to deliver the written, taught, and tested curriculum, as needed. A. The CIA PLC, in conjunction with the Professional Development Team, draws on feedback from all PLCs regarding professional development necessary to implement curriculum. B. The Professional Development Team prioritizes professional development goals and develops a plan, taking into consideration opportunities/programs, use of time, funding, available expertise (within and outside of district), technology needs, etc. C. Implementation of professional development plan. D. Teachers incorporate knowledge and skills gained from professional development into classroom practice. 14 VI Curriculum Monitoring Procedures for ensuring curriculum delivery in order to determine whether approved curriculum is implemented consistently in classrooms. Essential Question: Is the taught curriculum the same as the written curriculum? A. During curriculum implementation, building administrators and K-12 Content Area PLC teachers stress the importance of the new curriculum, ensure that resources are available, and provide needed staff development in collaboration with Professional Development Team. B. As part of their induction and mentoring programs, and in conjunction with their grade level/department PLC, new teachers receive professional development on the curriculum. C. The building administrators, as a part of their regular role, and K-12 Content Area PLC teachers make brief, informal classroom visits, in an effort to systematically observe, support, and enhance curriculum implementation. D. The building administrators, as a part of their regular role, and K-12 Content Area PLC teachers examine classroom and common assessments, in an effort to systematically observe, support, and enhance curriculum implementation. E. Implement the policies and procedures as outlined in the Cape Elizabeth Supervision and Evaluation Plan. F. The grade level/department PLCs continuously gathers and analyzes data about student learning in order to enhance curriculum implementation. 15 VII Curriculum Evaluation Procedures to determine effectiveness of the formal, written curriculum and approaches by which assessment data will be used to strengthen curriculum and instruction. A. Who 1. K-12 Content Area PLC B. Procedure 1. Gather evidence of current levels of student learning a. Required state assessment data b. External standardized assessment data c. Locally developed, curriculum embedded classroom and common assessment data d. Assignments assessed with common rubrics e. Teacher feedback f. Student feedback where appropriate 2. Analyze data a. What questions do we have about the data? b. What are possible contributing factors/issues? a. Development? b. Implementation? c. Curriculum? d. Monitoring? e. Instructional Strategies? 3. Identify strengths and weaknesses of the formal written curriculum based on student learning data 4. Make recommendations for changes 5. Minor changes (no impact to curriculum template) can be implemented directly by the grade level/department PLCs 6. If major changes to the formal written curriculum are necessary, see Sections IV. B or IV. C 16 VIII Roles & Responsibilities A. School Board 1. Approves a budget that supports the Curriculum Management Plan in its entirety 2. Approves K-12 Learning Goals B. Superintendent 1. Communicates the meaning and importance of the CMP and related work to all Stakeholders 2. Oversees implementation of Curriculum Management Plan and related policies 3. Allocates resources needed to implement CMP 4. Provides support to administrators in modeling instructional leadership 5. Fosters and supports a collaborative and reflective culture in the school district C. Facilitator of Curriculum and Professional Development 1. Supports Superintendent in carrying out CMP and related policies 2. Oversees implementation of Curriculum Management Plan and related policies 3. Leads the CIA PLC 4. Allocates resources needed to implement CMP 5. Communicates and works with District Leadership Team 6. Communicates and works with the District Data Facilitator 7. Work with building-level teacher leaders and members of various PLCs in the 8. implementation of the CMP 9. Works with Professional Development Team to share/develop opportunities and time to train and support teachers 10. Fosters and supports a collaborative and reflective culture in the school district D. Principals 1. Communicate the meaning and importance of the CMP and related work to all stakeholders 2. Support and sustain the CMP 3. Foster and support a collaborative and reflective culture in the school 4. Understand curriculum in all subjects/courses in their building 5. Provide instructional leadership 6. Support the district’s Professional Development Plan 7. Utilize the policies, tools and strategies outlined in the district’s Supervision and 8. Evaluation Plan 9. 8. Participate in various PLCs as directed by the CMP E. Teacher Leaders or PLC Facilitators (dependent upon staffing and funding) 1. Facilitate various PLCs as directed by the Facilitator of Curr. & PD and the CMP 2. Communicate/meet with principal and Facilitator of Curr. & PD to support and sustain the CMP 3. Foster and support a collaborative and reflective culture in the school 4. Have knowledge of state and national standards, district curriculum, and instructional materials in the appropriate content area in order to support professional development 5. Support teachers through curriculum implementation and monitoring processes 17 F. Teachers 1. Participate in various PLCs as directed by the CMP to develop, implement, and monitor curriculum 2. Develops deep understanding of the curriculum and effective ways to teach it to meet the needs of all learners 3. Participate in school and district professional development that support all of the above responsibilities G. Parents 1. Develop an understanding of K-12 curriculum 2. Provide feedback as appropriate H. Students 1. Develop an understanding of the curriculum as appropriate 2. Provide feedback as appropriate 18 IX Communication A. All core documents relevant to implementing and maintaining the CMP will be readily available, via various methods, to all stakeholders, with supporting details and information to allow a wide range of stakeholders to access and understand the materials B. Documentation of the work of various PLCs (meeting minutes, resulting documents, questions/issues, important data, necessary changes…) will be maintained by designated member(s). Tools and templates for documentation will be developed to assist with this process (See draft PLC Reflection Sheet in Appendix) C. Communication links between and among groups are described in Sections III-VII D. Time will be allocated for communication between and among PLCs and relevant school and district leadership E. Technology will be utilized whenever possible to facilitate, support, and enhance communication and documentation 19 X Resources “About PLCs.” All Things PLC. March 12, 2208. Solution Tree. Retrieved May 22, 2008, from http://www.allthingsplc.info/about/aboutPLC.php Baltimore County Public Schools. (June 2007). Curriculum Management Plan. Retrieved May 20, 2008, from http://www.bcps.org/system/reports/curriculum-management-report-final-061207.pdf Birdville Independent School District. (2005). Curriculum Management Plan Birdville Independent School District 2005-06. Retrieved May 20, 2008, from www.birdville.k12.tx.us/instruction/CurcInstruction/images/BISD%20Curr%20Mgmt%20Plan_2005 .doc Cartwright School District. (February 2004). Cartwright School District Curriculum Management Plan. Retrieved May 20, 2008, from http://www.cartwright.k12.az.us/parents/documents/curr_management_plan.pdf Center ISD. (2005). Curriculum Management Plan. Retrieved May 20, 2008, from http://www.centerisd.org/docs/CurMagPlan.pdf Chapel Hill-Carrboro City Schools. (2001). Curriculum Management Plan (Framework). Retrieved May 20, 2008 from, http://www.chccs.k12.nc.us/curriculum/cmp.pdf Curriculum Management Systems, Inc. Maximizing Student Achievement: Curriculum and Assessment Design and Delivery. Bloomington, IN: Phi Delta Kappan, 2004. DuFour, R. and Eaker, R. (1998). Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement. Bloomington, IN: National Educational Service. DuFour, R., Eaker, R., DuFour, R. (2005). On Common Ground: The Power of Professional Learning Communities. Bloomington, IN: National Educational Service. DuFour, R., DuFour, R., Eaker, R., Many, T. (2006). Learning by Doing:A Handbook for Professional Learning Communities at Work. Bloomington, IN: Solution Tree. Independent School District of Boise City. (May 2001). Curriculum Management Plan. Retrieved May 20, 2008 from http://www.boiseschools.org/curriculum/pdf/curricmanage.pdf Kruse, S.D., Louis, K.S., Bryk, A. (1995). An emerging framework for analyzing school-based professional community. In K.S. Louis & S.D. Druse (Eds.), Professionalism and Coummunity: Perspectives on Reforming Urban Schools (pp. 23-42). Thousand Oaks, CA: Corwin. Maine Department of Education. (May 2003). Guidelines for The Curriculum Development and Review Plan: A Component of the Comprehensive Education Plan. Retrieved May 20, 2008, from http://www.maine.gov/education/compedplan/Curriculum%20Devt%20guidelines.htm 20 XI Appendix Curriculum Design Timeline June 2008 English Lang. Arts Math Science Social Studies Health Ed. Phys. Ed. World Lang. Performing Arts (Vocal) Performing Arts (Instrumental) Visual Arts Guidance Indust. Arts & Tech. Priority Learning Goals Developed JanMarch 2008 200809 200809 200809 2008-09 2008-09 200809 2008-09 200809 June 2008 Jan 2008August 2008 Sept. 2008 2008-09 Priority Learning Goals Approved (School Board) Curriculum Templates Developed Jan 2008August 2008 Sept. 2008 June 2009 Sept. 2009 Sept. 2009 June 2009 Sept. 2009 Sept. 2009 Sept. 2009 Sept. 2009 June 2009 Summe r 2008 Sept. 2008March 2009 Sept. 2008March 2009 Summer 2009 & 20092010 20092010 20092010 2009-2010 2009-2010 20092010 20092010 20092010 Sept. 2008 March 2009 March 2009 June 2010 Sept. 2010 Sept. 2010 Summ er 2009 & 20092010 June 2010 Sept. 2010 Sept. 2010 Sept. 2010 Sept. 2010 June 2010 Sept. 2008 Summe r 2009 Summer 2009 Summer 2010 Sept. 2010 Sept. 2010 Sept. 2010 Sept. 2010 Sept. 2010 Sept. 2010 Sept. 2010 Sept. 2010 Sept. 2008 Sept. 2009 Sept. 2009 Sept. 2010 Sept. 2010 Sept. 2010 Sept. 2010 Sept. 2010 Sept. 2010 Sept. 2010 Sept. 2010 Sept. 2010 20112012 2012-13 2012-13 2013-14 201314 201314 201314 2013-14 2013-14 201314 2013-14 201314 Curriculum Templates Approved (CIA Team) Professional Development Cycle Initiated Curriculum Implementation & Monitoring Initiated Formal Evaluation Process Initiated 21 Curriculum Approval Criteria June 2008 The following questions must guide the CIA PLC’s discussion leading to the review and approval of the K-12 content area curriclum template documents. These questions are based on the elements described in the Philosophy of Curriculum section of the Curriculum Management Plan (Section II). 1. Has the curriculum been collaboratively designed? 2. Has the development of the curriculum been informed by research, data and consideration of future trends? 3. Is essential student learning delineated clearly? 4. Are common assessments that are aligned with essential student learning included? 5. Does essential student learning coordinate and connect vertically (across grades K-12)? 6. Does essential student learning coordinate and connect horizontally (across content areas)? 7. Are learning goals aligned to designated (national/state) standards? 8. Is there sufficient detail to guide the development of teaching materials (unit/lesson plans, assessments, scoring guides, book lists…)? 9. Are there appropriate expectations for student achievement? 10. Are there rigorous and relevant expectations for student achievement? 11. Is there emphasis on quality instruction (both teacher-directed and student-centered) that is aligned with written and tested curriculum? 12. Are there strategies to accommodate the needs of all students? 13. Are depth and breadth of instruction described? 22 Cape Elizabeth Schools K-12 Curriculum Template Date: Grade Level / Course: Content Area: Brief Course Description: Cape Elizabeth Interdisciplinary Academic Expectations: 1. Write proficiently 2. Read well and reflectively 3. Conduct appropriate and in-depth research 4. Express themselves clearly in oral presentations 5. Analyze information and solve problems 6. Apply effective organization and study skills Priority Learning Goals Assessment Example:Students are able to read at DRA2 Level 40 or beyond, independently according to DRA2 criteria (which include accuracy, fluency, and comprehension) Example: Students summarize stories •DRA2 sequentially with appropriate detail •Written work (ie role sheets, book projects) Secondary Learning Goals Assessment MLR ELA A.1 ELA A.1 MLR Cape Elizabeth Interdisciplinary Academic Expectations 2 1 Cape Elizabeth Interdisciplinary Academic Expectations Instructional Strategies: Resources: Topics or Unit Descriptions and Timeframes: 23 Support Information for Completing the Curriculum Template The following information is intended to more clearly describe the information to be contained in the context of the template. Brief Course Description: May include: -Brief narrative overview -Possible Essential Questions (Will move toward requiring this in future curriculum review cycles.) -Information from Program of Studies (HS) or Course Overviews (MS) (Course Overviews will be phased out as curriculum templates are adopted.) Priority Learning Goals: The primary goals for student learning. These are the knowledge and skills that are the focus of curriculum, instruction, and assessment. These items must be the same as those listed on the “K-12 Priorities Learning Goals Continuum” document for each content area. Development of these began with ELA in 2007-08 and will continue over the next few years until all content areas have formally and collaboratively developed these goals, and they have been approved by the School Board, as outlined in the Cape Elizabeth Curriculum Management Plan (June 2008). Secondary Learning Goals: The knowledge and skills to which students will be introduced/exposed. The knowledge and skills serve as a foundation for future learning. Assessment: Any assessments that are aligned to the primary or secondary learning goals and are common to every class in the grade/course. These assessments may be either formative or summative. They may be selected from external sources or developed locally. MLR: Identifies the alignment to Maine’s Learning Results. Cape Elizabeth Interdisciplinary Academic Expectations: The skills that a graduate from the Cape Elizabeth Schools will possess upon graduation. These skills are developed and reinforced across all disciplines. Identify the connection using the number(s) from the list. Instructional Strategies: The agreed upon specific instructional strategies that will be used grade/course-wide for all students. Examples: Literature Circles, Socratic Seminars, Six-Trait Writing, Writers’ Workshop, formative assessment tools/strategies, various methods/tools/strategies to differentiate instruction (meet the needs of all learners) Resources: The agreed upon common tools, materials (texts), technology/softward, and/ or community resources (people, field trips…) that are necessary to achieve the goals of the curriculum. Examples: Textbooks, common novels, graphic organizers, visual thinking maps, manipulative tools, product descriptors/checklists Topics or Unit Descriptors & Timeframes: A description of how the larger curriculum is organized into manageble pieces. This will vary across the district and by content area. Some will articulate specific instructional units, others will organize according to central themes, essential question, skill, topic or issue. The specific details of each of these smaller units does not need to be articulated here and the particular organizing framework for this level of detail is the purview of the grade level/department. What is needed here is an overview or summary of these smaller units with information about general calendar/schedule/time frame. 24 Curriculum Change Proposal Form June 2008 Name(s) of PLC or Individual(s) Proposing Change: Content Area(s) and Course(s) or Grade Level(s) Impacted: Type of Change: ˆ Major Change to Priority Learning Goal(s) ˆ Major Change to Template ˆ Introducing New Course/Program ˆ Eliminating Course/Program Please describe in detail the nature of the change you wish to make: Please provide the research/data/rationale that supports the need for this change: Submit this completed form to the Facilitator of Curriculum & Professional Development. 25 PLC Reflection/Documentation Sheet June 2008 PLC Member Name(s): Facilitator: Recorder: Date/Time: Purpose/Question/Point of Inquiry: What data/information/materials guided your inquiry? Briefly describe the conversation (issues, questions, “sticking points”, common ground…) What conclusions did you come to as a result of the conversation? What will happen next (changes to materials, templates, assessments)? Who will take care of these items? Action step? Time frame(s)? What support do you need from outside of the PLC? From whom? Time frame(s)? 26
Purchase answer to see full attachment
User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.

Explanation & Answer

Thank you for working with me

Running head: CURRICULUM MANAGEMENT PLAN

Curriculum Management Plan

LackeySIL7000-5

Week 5

North Central

1

CURRICULUM MANAGEMENT PLAN

2

Curriculum Management Plan

A curriculum management plan in accordance to Wales is based on various key aspects
such as involvement of the parents, school staff, and administration and the determination of
priorities. The model directs change from the top basing decision making on hard information
and directing transformation through accountability and evaluation. The development of the best
management team plays a great role in determining the success of any curriculum
(Ravichandran, & Arendt, 2008). The curriculum management determines the overall standard of
developing a curriculum cycle analysis implementation of the design and measurement. The
process of developing a curriculum plan entails usage of time and significant commitment.
Curriculum plan development involves a follow up of various steps. Each step in the curriculum
plan should adhere to the goals set by the entire system. This paper assumes the committee to be
the planners of the curriculum.

Determination of the targeted people

It is very vital to understand the people to whom the curriculum is meant to help in
planning accordingly. The benefit of getting to know the targeted audience is to aid in planning
according to the capability and level of understanding of the people whom the curriculum is
meant to direct. For example, in this case, the plan will be aimed at the staff and the entire
management in schools to enlighten them on the importance of a Customer care program.
Therefore the plan of the curriculum should entail more benefits and objectives to meet the
explanation for its need to the staff.

Development of goals, targets, and Standards

CURRICULUM MANAGEMENT PLAN

3

The goals and objectives are the most vital aspects of a curriculum since they are used to
determine its level of success during the evaluation stage. The goals will be broad statements
describing what the participants will achieve or perform after the entire curriculum is fully
employed. For example, the employees will be able to understand the etiquettes involved in good
customer care and the overall process of attracting clients in an enterprise. On the other hand, the
objectives will give a clear format on how each goal will be achieved through the
implementation of the curriculum procedure. The goals and objectives in the curric...


Anonymous
I use Studypool every time I need help studying, and it never disappoints.

Studypool
4.7
Trustpilot
4.5
Sitejabber
4.4

Related Tags