Curriculum 21 Chapter 8

Link to the presentation here.

MSIP 5 Presentation

MSIP 5 Presentation from the Missouri Charter School Conference

How to Give a Great School Tour Presentation from the Missouri Charter School Conference

Why - 11&12

Walmart - a lesson in getting lost along the way
Sam Walton - hard work = winning (but not in the creepy Charlie Sheen way)

Why are you spinning in circles? Many have tried exactly what you are attempting to do.  Study what they are doing, emulate what they do well.

Sam actually believed in what Apple used to.  The leadership fully believed  in the employee.  The employee would look after the customer and the customer would ultimately take care of the leadership.

Does profit (test scores) ultimately undo this golden triangle of trust and support?
Is the loss of vision/why slowly erode the love of teaching?
Do the teachers really feel successful at the end of the day or year?

Achievement - comes when you pursue and attain WHAT you want
Success - comes from when you are clear in your pursuit of WHY you want it

Do you still make the sacrifices so that the bigger cause you are dedicated to can be brought to life?  Walmart suffered a split from their WHY and was driven by only one thing.

At a startup everyone tends to be crammed into one area.  All the shared vision is there and working towards the same goal.  The huger and WHY is still there.  Look into your lunch room/teacher lounge.  Is passion still there?  How do you get it back?

Is your drive because of just one person?  Does the whole organization understand and can it run without that ONE person?

AOL changed direction.  Apple changed direction. Ford changed direction.  It might not always be rational or practical to make the shift but it can be the right thing to do for the whole organization.

The sad quote - What gets measured gets done.

Do we just need a visionary?

M. Dell, S. Jobs, and the Starbucks guy

Who is our educational guru?  Who is that inspirational leader out there to help us live the WHY.

The Starbucks Comeback
1.  Get back to what made you great in the first place.
2.  Ideas matter, but people matter more.
3.  Even as you get back to basics, keep innovating.

The Principal as Curriculum Leader- Chapter 7

Here is the link to the Power Point Presentation on Chapter 7!

Curriculum 21 - Chapter 4: New School Versions

Curriculum 21: Essential Education for a Changing World   by Heidi Hayes Jacobs

Chapter 4 New School Versions: Reinventing and Reuniting School Program Structure

We shape our buildings: thereafter, they shape us. -Sir Winston Churchill

·         Imagine a 100 years from now, thinking back on your time in school.

·         Possibility of new kinds of form

·         New versions of software=platforms

·         New versions of schools = versioning

1.  Form should always follow function

2.  The whole is the sum of the parts

Curricular Destiny:  Schedules, Grouping Patterns, and the Use of Space

·         Schedule (long term and short term)

·         Grouping Patterns of Learners (institutional and instructional)

·         Grouping Patterns of professionals (multiple affiliations)

·         Space (both physical and virtual)

To move our school structures into more open, fluid, and correspondingly inventive forms, we need new form, not reform.

Essential Questions

·         What type of both long-term and short-term schedules will best support our specific learners?

·         What various ways of grouping our learners will assist them in their learning experiences?

·         How should faculty be configured to best serve students and to assist one another?

·         In what ways can both physical and virtual space be created and used to support our work?

Schedules

·         Graduation

·         Time:  Let function lead form

·         Heroic Schools

http://metcenter.org/

Rhode Island Met Center 

Thinking and Planning Outside the Scheduling Box: Virtual Space

American students videoconferencing in their tech center  -Advanced French class in

Paris Advanced English language class in their tech center

VLM – Virtual Learning Magnet- connects cyber space with physical space

·         Link our finest cultural and scientific institutions directly to the student in a focused experience using internet-based tools.

CCSSO Council of Chief State School Officers 

http://vimeo.com/47025452

Grouping of Students

·         Institutional - gender, age, developmental spans, function, proficiency based

·         Instructional – skill grouping (constant), skill grouping (immediate needs), cooperative, competitive, individualized

·         Independent – clubs, online courses, internships, work experiences, travel abroad, community service and projects

Grouping of Professionals – The need for multiple affiliation

Consider:

·         Vertical teams

·         Vertical strategic teams

·         Cross disciplinary teams

·         Internship supervisors

·         Task force study groups

·         Data analysis teams

·         State education network teams

·         National network team

·         Global peer coaching team

·         Global network team

Social Learning Frameworks

Leveraging social production, social networks, new modalities for discovery, media grids, and an organic learning process

New Versions of Physical and Physical Space

DesignShare

www.designshare.com

1.        Whom the building is to serve

2.       What the building’s function will be

Form should follow function.  The whole is the sum of the parts.

Could your Curriculum 21 review team generate a version of school that had both flexibility and regulation in long-term and daily schedules, supported multiple professional affiliations, offered a wide range of student groupings, and used physical and virtual space in direct response to the actual students you have been charged to educate?

Parallel Curriculum - by Dr. Altrogge

Carol Tomlinson and colleagues note that the supportive curriculum involves resources other than textbooks. It can involve flexible options and a Parallel curriculum model. The Parallel Curriculum can be used to develop or support Curriculum for individuals, small groups and even entire classes. It parallels other forms of curriculum.

Tomlinson also notes the four parallels as the Core Curriculum, Curriculum and Connections, Curriculum of Practice, and Curriculum of Identity.  The parallel processes can be used to identify abilities and interests of students. Parallels act as supports for thematic study and help connect content. A parallel curriculum is sometimes used for gifted students as they are strong in some areas and weak in others.

Terms associated with Parallel curriculum:

Core curriculum parallels a discipline.

Connective curriculum makes connections within and across times, cultures, places, and disciplines. 

Curriculum of practice guides gifted learners in understanding and applying the facts, concepts, principles, and methodologies of the discipline. 

Curriculum of identity guides gifted students (and other students?) to understand their strengths, preferences, values, and commitment.

Glatthorn, A.; Boschee, F.; Whitehead, B; Boschee, B. Curriculum leadership, 3rd edition, Thousand Oaks, Sage, 2012.  

Ginny's note: Tomlinson makes a specific reference to the parallel curriculum being used with gifted students. I believe good teachers do this with allstudents.

Simon Sinek - How Great Leaders Inspire Action