The Curriculum Leader's Institute
Developed for curriculum leaders for today's schools, this series of workshops focuses on the issues, resources, and skills that professionals need to keep your district ahead of the success curve of student achievement. Earn SCECH's, work toward a professional specialty endorsement for curriculum, instruction and assessment, and become a leader in your field. This series is developed especially for newer and aspiring curriculum leaders.
Michigan ASCD is now accepting applications for Cohort 9 of the CLI.
To participate for the Central Office Specialty Endorsement, please submit your application with a current copy of your resume and Administrator Certificate. Although participation for the Central Office Specialty Endorsement is encouraged for all participants, participation in the Institute strictly for professional learning is also permitted.
Phase I (First Year)
Day 1: Leadership and Change
In this session, participants will explore the role of district curriculum leadership, learn change leadership models and apply frameworks to assist in implementing personal and system’s change.
- Define curriculum leadership
- Understand system & individual change research
- Apply frameworks and tools to assist in personal leadership development
- Apply frameworks and tools to assist in a system change initiative
- Research continues to validate the importance of quality school leadership in order to improve student achievement. Successful district leaders know how to navigate their personal and systems challenges to have a positive impact. In this session, participants will explore the district curriculum leadership, learn change leadership models and apply frameworks to assist in implementing personal and system’s change.
- Moral Imperative of Change
- First & Second Order Change
- Change Process Model: “Eight Stage Process”
- Change Immunity.
- System Change Analysis
- Group Process Tools
Day 2: Systems for Continuous Improvement
This session provides a blueprint for aligning data-driven district and school level improvement plans, as well as tools and processes to implement, monitor and evaluate plans that get results.
- Clear understanding of five core processes that improve schools
- Identified areas for improving the alignment between school and district processes
- Tools and resources to support continuous improvement
- Deepened professional relationships through dialog and idea sharing
- Environmental scan of national, state and local factors that impact school processes
- 5 core processes that improve schools from Align the Design
- Data collection processes
- Balanced assessment model
- System alignment of district and building continuous improvement actions
- Aligning professional learning with Standards for Professional Learning
- Monitoring and Evaluating Continuous Improvement on multiple levels
Day 3: Ensuring a Guaranteed and Viable Curriculum
- Provide a definition of a guaranteed and viable curriculum
- Provide criteria to evaluate the quality of curriculum
- Provide links and resources to state and national sites that illuminate issues related to the Common Core
- Provide the participant with the means to understand the difference between pressure and support in an educational policy environment and some tools available to create change using both.
- Understand the elements that comprise a curriculum
- Know what constitutes a guaranteed and viable curriculum
- Explore/Identify the implications instruction and assessment that flow from a curriculum that emphasizes 21st Century Skills
- Be able to apply standards for evaluating curriculum
- Guaranteed & Viable Curriculum
- Curriculum Implementation
- Standards for Curriculum
- 21st Century Skills
- Defining College and Career Ready
Day 4: Balanced Assessment
- Summative Assessments – These assessments are defined as annual assessments of a large number of skills that provides an overall score in a content area or sub-area. The purpose for using such measures is to provide an overall view of the performance of each child in the area assessed. Such assessments are typically used for accountability and school improvement purposes
- Interim Benchmark Assessment – These are assessments given periodically throughout the school year. These may be given periodically, such as at the end of each marking period or quarter of a semester, or they might be administered at the end of each unit of instruction. These assessments might be used for grading or to determine who is likely to do well on the annual summative assessments.
- Formative Assessment Strategies for Classroom Teacher Use – These are strategies that teachers plan to use as they teach to determine if students have learned what they are teaching. If not, teachers also have a plan for how to re-teach the material immediately. If students have learned the material, the teacher has planned to move on.
- Participants should have an fundamental understanding of the keys to quality assessments
- Participants should begin to understand the importance of using assessment evidence to inform individual, classroom, building, and district decision-making
- Participants should understand that different individuals have different information needs and that multiple types of assessments are needed to meet their needs for information
- Participants should begin to understand the different types of assessment used should be coordinated with one another and serve to provide balance to the overall assessment program
- Understand that assessment methods should be matched to assessment purposes
- Understand that different purposes require different assessments.
- Recognize whether the assessments being used in their school or district are high quality ones, as defined by the Keys to Quality.
- Understand that the assessments need to be coordinated so that they provide complementary information to different users
- Demonstrate the leadership actions needed to:
- Implement a balanced approach to assessment.
- Select or develop assessments required.
- Determine the quality of assessments used and determine how to improve them as necessary.
- Help assessment users to become assessment literate.
- Assure users are able to understand and use the assessment results appropriately.
Day 5: Quality Instruction
- Development of a professional definition of QI and how to ensure it in every classroom
- Ability to collect and analyze meaningful classroom Data
- Increased skill in conducting school audits
- Clarified understanding and application of the importance of effective communication in supporting QI
- Modeling process and procedural tools that can be shared with stakeholders
- Research on QI
- Role of data collection in QI
- Planning for QI
- Conducting audits
- Tools and resources to support QI
- Role of CL and QI
Phase II (Second Year - separate registration process)
Day 6: Cultures for Learning
This session focuses on the importance of school culture, its impact on student achievement, and processes to strengthen and sustain healthy cultures, as well as ways to address behaviors with negative impacts.
- Clear understanding of the role of school/district culture & relationships in impacting student achievement
- Tools and processes to strengthen culture and relationships
- Awareness of the elements of school culture that are supporting and detracting from Change Initiative Processes, and how to address them
- Methods to build relationships with external customers
- Research on school culture and relationships and impact on student achievement
- Elements of healthy school cultures
- Reculturing vs. Restructuring
- Attributes of high quality relationships
- Engaging diversified external customers in shaping culture and growing relationships
Day 7: Accountable Learning Communities
- To learn the Standards for Professional Learning established by Learning Forward
- To understand how ongoing professional learning, embedded in an accountable learning community, differs from traditional views of professional development
- To clarify the key ideas of a professional learning community and how they support the continuous improvement of practice in schools and districts
- To learn key points about adults as learners and their needs for a balance of accountability and support
- To obtain a wide variety of protocols for promoting and supporting teacher collaboration around curriculum, planning, teaching and learning, and assessment
- To use a simple planning tool for planning and facilitating sound professional learning experiences in school and district settings
- To gather resources which will foster teachers learning WITH and FROM each other
- Emphasis will be placed on ways teachers learning WITH and FROM each other through frequent collaborative work. A highly interactive session, learners will learn from the facilitator, each other, DVDs and professional reading and discussion.
- Adults as Learners
- Professional Learning
- Study Groups
- Embedded Professional Learning
- Assessment of Professional Learning
Day 8: Program Accountability and Educator Evaluation
This session will underscore central office responsibility for providing and supporting quality programs focused on student achievement, and will provide clarity related to expectations and requirements for teacher, principal and central office appraisal processes that address Michigan law.
- Clarify the expectations + requirements of state law about teacher, principal & central office performance appraisal processes
- Understand research driven elements that are needed for a comprehensive Educator Evaluation System
- Learn strategies for planning & conducting meaningful conversations in educator performance appraisal processes focused on professional growth
- Examine samples of processes & instruments used in districts to meet Michigan law
- Assess current systems for accountability
- Michigan Council for Educator Effectiveness Report and the State of Michigan Legislation pertaining to Educator Evaluation
- Six Research Characteristics of Effective Educator Evaluation
- Importance of blending inspection and demonstration in the evaluation process
- Models of Teacher and Administration Evaluation Tools and Processes
- Strategies for conversations focusing in on professional growth
- Accountability Measures
Day 9: Planning and Managing Resources
Participants will receive information related to decision-making, creative practices for managing resources and tools, and strategies that help support the district vision while addressing budgetary realities and priorities.
- Examine 5 Practices of Exemplary Leaders (Kouzes & Posner)
- Understand the importance of trust
- Leave equipped with strategies to build trust and manage conflict
- Share best practices regarding communication of district vision and budget priorities
- Decision making protocols
- Reeves Implementation Audits
- Academiz Return of Investment
- Exemplary leadership as it pertains to trust, shared vision and decision making
- Communication strategies
- Creative practices for managing time
Day 10: Change Initiative Process Presentations
Participants seeking endorsement for their participation in the CLI will present their Change Initiative Process they have been addressing throughout the course, aligning it with course content, the Standards for Central Office Administrators and their own job-embedded work. Those participants participating only for the professional learning (not seeking the endorsement) will act as peer reviewers of the CIP presentations, allowing them to learn about the important work their peer have been focused on throughout their participation in the Institute.
- Administrative Standards Matrix
- Presentation Reviews
- Portfolio Contents
- Final Presentations