Instructors/Facilitators: Megan Grube, GISU Director of Curriculum Instruction & Technology and Jennifer Kennison, Franklin Northeast SU
(October 2020 – May 2021) 3 Graduate St. Michael’s Credits
Target Audience: Current and Aspiring Curriculum Leaders, Teacher Leaders
Note: This course will be taught in either an in-person classroom with COVID protocols in place or virtually, as needed. It is equipped with a ZoomRoom Classroom Camera for remote access for participants.
Dates: October 23 and November 20, 2020 January 22, March 26 and May 21, 2021
Hours: 9 -3:30 pm (includes light breakfast & Lunch) *Additional participation in online discussion and reflection on learning and growth required for course.
Text: Coherence: The Right Drivers in Action for Schools, Districts, and Systems by Michael Fullan and Joanne Quinn
Course Description and Rationale:
In order for all students to learn at high levels, schools must constantly evolve to meet the ever present as well as new demands of the educational landscape. Designing and building dynamic environments for students requires that schools, districts, and Supervisory Unions become learning organizations. Peter Senge defines a learning organization as a place “where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole (reality) together” (Senge 1992).
Curriculum leaders are the shepherds of continual learning in Supervisory Unions and School Districts. We are capacity builders, vision keepers, lead learners, framework builders, innovation catalysts, and more. In collaboration with other key leaders, we are the designers, teachers and stewards of the creation of learning organizations.
This leadership academy is designed to meet the learning needs of both current and aspiring Curriculum Directors.
Each session has a similar organizational structure. Each session will include an exploration of the focus area, introduction to a component of the final project, a takeaway tool to support your work now and in the future, and a personalized facilitated work session with “experts in the field”. Using the lens of continuous improvement, Fullan’s Coherence framework, tenets of the PLC process, current educational priorities and legislation, and other key resources, we will explore how curriculum leaders support the development of learning organizations and manage organizational change through their major work responsibilities. These include developing, implementing, and monitoring continuous improvement plans, state and federal grants, professional learning plans, articulated curricula, assessment plans, and more.
The major work of the course will be the development of a continuous improvement plan for an individual, a grade band, a school, or an SU as this work is the keystone of learning organizations; defining the why, what, how, and where of innovation efforts.
Major components of this final project include:
- A “living” shared vision
- Development of a comprehensive needs assessment and theories of action
- Development of goals and change ideas
- Resource allocation plan
- Implementation and monitoring plan