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Re-culture, Re-structure: Setting the Stage for a Successful Curriculum Mapping Project

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Re-culture, Re-structure: Setting the Stage for a Successful Curriculum Mapping Project

Curriculum mapping is not a mere process of gathering data on the school’s taught courses. Rather, it is an opportunity for improving the performance of the school as a learning organization. How can we ensure that the design of our curriculum mapping project is supportive of learning? The first step is to take care of needed contextual cultural and structural transformations.

Curriculum mapping is not a mere process of gathering data on the school’s taught courses. Rather, it is an opportunity for improving the performance of the school as a learning organization. How can we ensure that the design of our curriculum mapping project is supportive of learning? The first step is to take care of needed contextual cultural and structural transformations.

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Re-culture, Re-structure: Setting the Stage for a Successful Curriculum Mapping Project

  1. 1. Re-culture, Re-structure: Setting the Stage for a Successful Curriculum Mapping Project Dr. Suad Alazzam © 2012 All Rights Reserved suad [at] portlandstate.org
  2. 2. Curriculum mapping is a process of gathering data on the school’s taught courses. … an opportunity for improving the performance of the school as a learning organization.
  3. 3. How can we ensure that the design of our curriculum mapping project is supportive of learning?
  4. 4. First Things First: Managing the CONTEXT of the curriculum mapping project
  5. 5. Two Major Contextual Aspects 1. Re-culturing our school as a learning organization 2. Re-structuring our school as learning organization
  6. 6. Curriculum Mapping Project Managing the CONTEXT of the Curriculum Mapping Project
  7. 7. Re-culture for Learning
  8. 8. Re-culture for Learning Where do we stand & where do we go from here? • What is our school’s existing curricular culture? • Is it supportive of learning? • How can it be transformed?
  9. 9. Look through these four lenses
  10. 10. 1. The Culture of Knowledge Creation & Sharing
  11. 11. 2. The Culture of Collaboration
  12. 12. 3. The Culture of Communication & Feedback Channels
  13. 13. 4. The Culture of Outcomes-Orientation
  14. 14. Identifying Needed Cultural Changes • Assess needs • Identify goals • Prioritize goals • Plan accordingly: long-term strategic plan & short-term action plans • Determine progress indicators
  15. 15. Creating a Culture Strategic Goals Action Plans Progress indicators of Learning (Prioritized) 1. Knowledge Creation & Sharing 2. Collaboration 3. Communication & Feedback Channels 4. Outcome- Orientation Planning Needed Cultural Changes in Support of Launching the Curriculum Mapping Project
  16. 16. Re-structure for Learning
  17. 17. Re-structure for Learning Where do we stand & where do we go from here? • What is our school’s existing curriculum structures? • Are they supportive of learning? • How can they be transformed?
  18. 18. Look through these two lenses
  19. 19. 1. Curriculum Teams Structures
  20. 20. 2. Time Structures
  21. 21. 1. Re-structuring our Curriculum Teams Informal Formal, mechanisms participatory of curricular structures of decision- curriculum making leadership
  22. 22. Levels of Site-Based Curriculum Leadership Structures • Curriculum Council • Vertical (Departmental) Teams • Horizontal (Grade-Level) Teams • Cross-Disciplinary Teams • Targeted Work (ad hoc) Groups
  23. 23. A Must-Have Leadership Structure: Curriculum Council A Curriculum Council is a site- based executive curriculum leadership team that is formulated to support the implementation and the day-to- day processes of the school’s curriculum mapping project.
  24. 24. Curriculum Leadership Team Members Roles & Responsibilities Teams Curriculum Council Vertical (Departmental) Teams Horizontal (Grade-Level) Teams Cross-Disciplinary Teams Targeted Work (ad hoc) Groups Planning Site-Based Curriculum Leadership Structures
  25. 25. 2. Re-structuring our Time Reality Check How do our teachers spend their professional time?
  26. 26. • Teachers plan the curriculum (collaboratively) • Teachers deliver • Teachers deliver the curriculum the curriculum • Teachers reflect on & refine the curriculum (collaboratively)
  27. 27. • Structure time for planning the curriculum • Structure time for reflecting on & refining the curriculum • Structure time for teachers collaboration, both within grade levels and subject areas.
  28. 28. Curriculum Mapping = Enhanced Learning The above principle should also inform the design of the curriculum mapping project itself , not just that of its context.
  29. 29. Now What? Now that the stage is all set, it is time to put on the curriculum mapping show. Any questions? Do not hesitate to ask.
  30. 30. Thank You! Dr. Suad Alazzam © 2012 All Rights Reserved suad [at] portlandstate.org

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