Maine Curriculum Coordinators by huanghengdong


									Maine Curriculum Leaders’
   Spring Conference

     Maine Department of Education
    Susan A. Gendron, Commissioner
              May 3, 2007
  Vision : All students will
graduate from Maine’s high
school prepared for college,
   career, and citizenship
                             Maine Learning Results/Graduation

                                                                           LD 1859
              20-A MRSA                                              An Act to Prepare all
    Chapter 205 Secondary Schools                                     Maine Students for
       Chapter 207-A Instruction                                       College, Career,
 Chapter 222 Standards and Assessment                                  and Citizenship
        Of Student Performance                                        Curriculum Requirements,
                Current law establishes                               Secondary Requirements
               areas of Learning Results                                  Approval Process
                                                                          State Assessment

     Chapter 131:                Maine Learning              Chapter 125:          Chapter 127:
  The Maine Federal,          Results: Parameters           Basic Approval          Instructional
    State and Local        For Essential Instruction       Standards: Public          Program,
     Accountability                     and               Schools and School        Assessment,
       Standards           Graduation Requirements           Administrative              and
(Reading/Math/Science)         (All 8 content areas)              Units               Diploma
                           Proposed Routine Technical      (Routine Technical)     Requirements
                                                               Fall 2007         (Major Substantive)
                                                                                      Fall 2007
An Act to Prepare All Maine
Students for College Career
     and Citizenship
         L.D. 1859
        P21 Framework
The Partnership for 21st Century Skills
 has developed a unified, collective
 vision for 21st century learning that
 can be used to strengthen American
Framework for 21st Century
         Core Subjects

The No Child Left Behind Act of 2001,
which reauthorizes the Elementary and
Secondary Education Act of 1965,
identifies the core subjects as English,
reading or language arts; mathematics;
science; foreign languages; civics;
government; economics; arts; history; and
      21st Century Content
Several significant, emerging content areas
  are critical to success in communities and
  workplaces. These content areas typically
  are not emphasized in schools today:
• Global awareness
• Financial, economic, business and
  entrepreneurial literacy
• Civic literacy
• Health and wellness awareness
Learning and Thinking Skills
As much as students need to learn academic
content, they also need to know how to keep
learning - and make effective and innovative use of
what they know - throughout their lives. Learning
and Thinking Skills are comprised of:

•   Critical Thinking and Problem Solving Skills
•   Communication Skills
•   Creativity and Innovation Skills
•   Collaboration Skills
•   Information and Media Literacy Skills
•   Contextual Learning Skills
    Information and
Communications Technology

Information and communications
technology (ICT) literacy is the ability to
use technology to develop 21st century
content knowledge and skills, in support of
21st century teaching and learning.
                Life Skills
Good teachers have always incorporated life
 skills into their pedagogy. The challenge
 today is to incorporate these essential
 skills into schools deliberately, strategically
 and broadly.
    Life skills include…
•   Leadership
•   Ethics
•   Accountability
•   Adaptability
•   Personal Productivity
•   Personal Responsibility
•   People Skills
•   Self Direction
•   Social Responsibility
21st Century Assessments
Authentic 21st century assessments are the essential
foundation of a 21st century education.

Assessments must measure all five results that matter:

21st century content
Learning skills
Core subjects
ICT literacy
Life skills
  21st Century Assessments
To be effective, sustainable and affordable,
  assessments must use modern
  technologies to increase efficiency and
Standardized tests alone can measure only
  a few of the important skills and
  knowledge students should learn.
  Multiple Measures in Balance
• A balance of assessments, including high-
  quality standardized testing along with
  effective classroom assessments, offers
  students a powerful way to master the
  content and skills central to success.
• Formative:
  – PSAT at 10th and optional at 11th grade with
    access to My Road for grades 10-12

  – Accuplacer new option (not year specific,
    one time access for free, used by Maine
    Community Colleges for placements)
• Summative:
  – SAT at 11th with Math Augmentation in
    Probability and Statistics
Coordinating and aligning funding
streams for Professional
Development with a clear focus on
meeting the state vision through
state and local strategies.
Do students, teachers, principals,
curriculum leaders and
superintendents have robust
access to technology—anytime,
anywhere– to support effective
designs for teaching and learning?
• Does the district address unmet
  learning needs of students by
  providing high-quality, technology-
  enriched learning opportunities and
  online access to digital content for
  students and teachers during and
  beyond the school day/environment?
• Ensure educators understand the
  importance of 21st century skills and how
  to integrate them into daily instruction
• Enable collaboration among all
• Allow teachers and principals to construct
  their own learning communities
 21st Century Capacity Building
• Tap the expertise within a school or school
  district through coaching, mentoring and
  team teaching
• Support educators in their role of
  facilitators of learning
• Use 21st century tools
      Professional Collaboration
“We were able to create (or even require)
  shared inquiry, conversation and
  involvement and begin the journey from
  classroom isolation to professional
  learning communities…the conversation
  was extremely important,” said one
  curriculum coordinator, reflecting many
  other similar comments.”
  –   (A Look to the Future: Maine Education Reform, Fullan &
      Watson, 2006 p. 7)
“The LAS work has provided opportunities
  to discuss quality work, i.e. what it is and
  how to get students to produce it,” said
  another. A typical comment from a
  principal was “this work is forcing us to
  work together, hold discussions, and
  grade level and content meetings.”

  – (A Look to the Future: Maine Education Reform, Fullan &
    Watson, 2006 p. 7)
…the reforms have “focused our district
 more than ever before, beginning with
 developing an understanding of our state
 standards causing many conversations
 (even battles) about alignment with the
 actual curriculum and how we prepare
 students for assessments.

  – (A Look to the Future: Maine Education Reform, Fullan &
    Watson, 2006 p. 7)
Professional Learning Communities
• Changing school, district and DOE
  cultures which is more fundamental than
  just improving workshops and training
• Creating partnerships, consortia and other
  collaborative groupings
• Develop specified criteria and frameworks
            Key Indicators
• Shared mission, vision, values:
   emphasis is on learning, not teaching,
   leading to a focus on achievement not
  “coverage” of material
• Collaborative teams: teams work
  interdependently toward common goals,
    learning from each other, thus leading to
    continuous improvement.
– Collective Inquiry is conducted into both
  best practice, and student achievement
 data, and how they are linked.
• Action orientation and experimentation
  in order to improve teaching and learning.
• Continuous improvement is evidenced
  by innovation, experimentation, and
  reflection leading to revised actions.
• Results orientation guides all the other
  activities through reflection on data, and
  assessment of effectiveness.
 Getting Started Reculturing
Schools to Become Professional
   Learning Communities.
         Robert Eaker,
        Richard DuFour,
        Rebecca DuFour
Science, Technology, Engineering
    and Mathematics (STEM)

  Real life problem-based learning in all
  areas of:

  •Engineering and
  is at the heart of reforming Maine’s
  Education Communities
 Science, Technology, Engineering
     and Mathematics (STEM)
• Applied learning is a hallmark of the redesign of
  our comprehensive high school that integrate
  career and technical education with academic
• Collaboration with businesses, engineers,
  scientist, statisticians, mathematicians in diverse
  careers are being developed through
      • Mentoring
      • Apprenticeships
      • Shared projects
 Science, Technology, Engineering
     and Mathematics (STEM)

• Ultimately our intent is to deeply engage
  all learners at all levels with “real” and not
  just simulated learning experiences that
  will lead to innovations and improvements
  in these 21st Century endeavors.
      High School Redesign
National Governors’ Association Honor States
   Phase 1: Redesigning America’s High Schools
Revised Content Standards
High school syllabi, peer review and assessments
Increasing literacy in high school content areas
   and CTE programs
Maine readiness and media campaign targeted at
   8th and 9th graders and community members.
An improved data system
     High School Redesign
• National Governors’ Association Phase 2:
Increasing AP Enrollment
SCASS Formative Assessment Project
ETS Research and Development Formative
  Assessment Project
• Gifted/Talented
• Reauthorization of ESEA (No Child Left
• Advancements with Data Systems
• Using the New Perkins Legislation to
  Advance High School Reform
• Collaborative with Higher Education

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