Andrew Jones, Ed.D.
Stand-alone Asynchronous Workshop
Cost: $100 – for 2 taped sessions and accompanying slides for a 3 month period of your choosing ending June 30, 2022
Contact CVEDC for more information: firstname.lastname@example.org
Target Audience: Grades K-12 Educators, Principals, Curriculum Leaders, Instructional Coaches
Earlier in 20-21 this series was attended and videotaped. It is now available for access with 2 taped sessions and accompanying slides. There is simply too much to teach within any given academic year. The constraints of the current pandemic are also making it a challenge to fit in everything we once could. Attempting to “cover the content” and rushing through units is just not sustainable. A breadth over depth approach does not benefit students and ultimately is futile. This workshop (two half-day sessions) focuses on the concept of a “guaranteed and viable curriculum” and how to prioritize what we teach, with the recognition that we have to let go of some of our content. By going deeper with certain concepts and providing students the time to meet proficiency, we can promote higher levels of achievement.
• Be able to recognize the shortcomings of a “breadth over depth” curricular mentality
• Understand the importance of a guaranteed and viable curriculum
• Become familiar with a process for prioritizing performance indicators and learning targets to “shrink” the curriculum
Andrew Jones is the director of curriculum for Mill River Unified Union School District in Clarendon, Vermont. He is also the current president of the Vermont Curriculum Leaders Association (VTCLA). Prior to being a district administrator, Andrew taught high school earth science at Mt. Abraham UHS in Bristol, where he was awarded a Rowland Fellowship in 2015. Andrew is passionate about improving education systems to better meet the needs of ALL students, which means challenging some of the dominant conceptualizations about teaching and learning.
Instructors/Facilitators: Megan Grube, GISU Director of Curriculum Instruction & Technology and
Violet Nichols, ANWSD Director of Learning
(October 2021 – May 2022) 3 Graduate St. Michael’s Credits
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 22 and November 19, 2021, January 21, March 25 and May 20, 2022 *Additional participation in online discussion and reflection on learning and growth required for course.
Hours: 9 -3:30 pm (includes light breakfast & Lunch)
Text: Deep Learning: Engage the World Change the World by Michael Fullan, Joanne Quinn and Joanne McEachen
Target Audience: Current and Aspiring Curriculum Leaders, Teacher Leaders
Curriculum Leaders are the shepherds of continual learning in Supervisory Unions and School Districts. They 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. Whether detailing a Recovery Plan, facilitating district curriculum meetings, leading district efforts at school improvement, grant writing or data diving, this cohort will offer you the expertise to guide you through your early years of this exciting field.
This Leadership Academy is designed to meet the learning needs of both current and aspiring Curriculum Directors. Each session will include:
- an exploration of a focus area
- introduction to a component of the final project,
- a takeaway tool to support your work now and in the future
- a personalized facilitated work session with ‘experts in the field’
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.
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).