Transformative Learning and Leading to Improve Curriculum

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Transformative Learning and Leading to Improve Curriculum:

Transformative Learning and Leading to Improve Curriculum Orientation School Curriculum Improvement EDG 6285

Essential Question (EQ):

Essential Question (EQ) If a purpose of public education has been/is to shape citizenship ( Noddings , 2005), and curriculum is the substance of education programs (Klein, 1985; Tallerico , 2012), then what qualities of citizenship should curriculum leadership aspire to shape?

Transformative Curriculum Leadership: What are the Big Ideas?:

Transformative Curriculum Leadership: What are the Big Ideas? Global Citizen/s/ship Learning - Community Critical & Complex Thinking General Capabilities 3s Understanding Communities of Learners Transformative Leadership

Quality Enhancement Plan (QEP) USF :

Quality Enhancement Plan (QEP) USF Global Citizens Project USF's 2015 Quality Enhancement Plan is the Global Citizens Project. The Global Citizens Project is a university-wide initiative focused on enhancing students' global knowledge, skills, and attitudes. The goal is to prepare USF students for success in a global society.

PowerPoint Presentation:

As a requirement for reaffirmation of accreditation by the Southern Association of Colleges and Schools (SACS) in 2015, USF must develop a Quality Enhancement Plan (QEP). A QEP is an action plan to enhance student learning focused on a particular area needing improvement and deemed important by the university community. The Global Citizens Project  is the theme of USF’s 2015 QEP. This theme was selected based on the goals of the University’s 2013-2018 Strategic Plan, institutional assessment data, and outcomes of the 2005 QEP. The following learning outcomes provide a framework for understanding the competencies of a global citizen .

USF QEP LEARNING OUTCOMES FRAMEWORK:

USF QEP LEARNING OUTCOMES FRAMEWORK KNOWLEDGE Global Processes : Students understand the complexity, dynamic nature, and interconnectedness of local and global systems and processes. Human/Cultural Diversity : Students understand the different ways in which people view, interpret, and experience the world historically and cross-culturally. SKILLS* Research/Information Literacy : Students investigate the world beyond their immediate environment. Perspective Taking : Students recognize their own and others’ perspectives. Communication : Students communicate ideas effectively with diverse audiences. BEHAVIORS* Application : Students translate ideas and findings into appropriate actions to improve conditions. * Boix Mansilla , V., & Jackson, A. (2011).  Educating for Global Competence: Preparing Our Youth to Engage the World . CCSO and the Asia Society Partnership for Global Learning.  

Curriculum Improvement: Instructor Specific Goal and Objectives:

Curriculum Improvement: Instructor Specific Goal and Objectives Incite and inform curriculum leadership that integrates practice, theory, reflection, research, and multiple perspectives in support of ethical decision-making about improving curriculum (and pedagogy/andragogy). Curriculum improvement: Fostering equitably excellent education and well-being for schools and those who work and study in them. Distinguish among curriculum definitions and conceptions to inform decision-making Utilize curriculum research to support learning Apply theory to deliberations about curriculum improvement Engage in inquiry (questioning, data generation, interpretation) into teaching and learning Demonstrate technology skills to improve access to and engagement with curriculum Facilitate inclusivity and diversity in curriculum leadership (i.e., deliberative, dialogical, democratic participation) Develop an ethical stance to guide curriculum leadership (i.e., justice, care, critique)

Course Outline:

Course Outline Week/Pages in Canvas Focus Content/ Class 1 Orientation, Introduction, EQ QEP, Learning Circles, Capacities, Complexity Class 2 Conceptions of Curriculum Tallerico Text: 1, Australia Class 3 Models, Frameworks, Guides Posner, Scotland Class 4 Evaluate, Audit, Monitor Eisner Class 5 Environment and Emphasis Wraga Class 6 Encourage a Thoughtful Curriculum Resnick , Costa Class 7 Engagement In/Beyond School Ladson-Billings Class 8 Digital, Distance, and Donated Glass , Meyer, Rose Class 9 Critical Literacies Hirsh, Freire , Brazil Class 10 Quality Webb, Porter

Opportunities to Learn, Reflect, Learn and Support :

Opportunities to Learn, Reflect, Learn and Support

Critical thinking: 3S Understanding, General Capabilities, and Complexity:

Critical thinking: 3 S Understanding, General Capabilities, and Complexity

3s Understanding: Transformative Curriculum Leadership :

3s Understanding: Transformative Curriculum Leadership Subject Matter Focus on thinking and performance Self Learning All experiences = Source of influence on beliefs, knowledge, behavior Social Learning Understanding society and issues of equity, diversity, and civility 3s Understanding Henderson, J. G. & Gornik , R. (2007). Transformative curriculum leadership. 3 rd Ed.

PowerPoint Presentation:

Australia’s Curriculum v 5.1: General Capabilities The Melbourne Declaration identifies essential knowledge, skills, and dispositions for 21c learners – in literacy, numeracy, information and communication technology (ICT), thinking, creativity, teamwork and communication. It describes individuals who can: manage their own wellbeing, relate well to others, make informed decisions about their lives, become citizens who behave with ethical integrity, relate to and communicate across cultures, work for the common good and, act with responsibility at local, regional, and global levels.

Capabilities and Complexity Model:

Capabilities and Complexity Model Level 1 Complexity Level 2 Complexity Level 3 Complexity Declarative Knowledge x Procedural Knowledge x Problem-Solving x

Great and Talented Thinkers:

Great and Talented Thinkers Do You Have 24 Hour Access to a Critical Thinking Community? Cheikh Anta Diop ?

Community of Learners Learning Circles Leonardo’s Workshop:

Community of L earners Learning Circles Leonardo’s Workshop http://iwdrm.tumblr.com

Group Dynamics and Systems Theory :

Group Dynamics and Systems Theory “ In circular causality, group members’ behavior is simultaneously moving in all directions at once , ‘ a continuous series of circular loops or recurring chains of influence’” ( Goldenberg & Goldenberg, 2007, p. 16). Linear Causality: Stimulus – response behavior; i.e., B. F. Skinner

Theory – Wenger’s (1998) CoP Framework: Thinking about Learning Ethos:

Theory – Wenger’s (1998) CoP Framework: Thinking about Learning Ethos • Community (learning as belonging): participation is recognizable as competence; characteristics are trusting and respectful relationships; commitment to reciprocity; and a shared agenda. • Practice (learning as doing ): share historical - social resources, frameworks, and perspectives; practice derives from changes in thinking; is evolutionary and paradoxical in nature. • Meaning (learning as experiences) - our changing ability to experience our life and the world as meaningful; structured learning conversations; writing - analysing stories of significant change • I dentity (learning as becoming) - learning changes who we are; creates personal histories of becoming; world views challenged; emotional demands of learning are addressed ( Wenger, 1998, p. 5 as cited in Peters & LeCornu , 2005)

Recommendations for General Roles and Functions:

Recommendations for General Roles and Functions Berg, Landreth , & Fall (2006 ): 1. Group members will each be valued, and in turn, be encouraged to value one another. If nothing else is accomplished, or no specific goals are identified , at the very least all members should be helped to feel validated and supported. 2. Group members will feel that they are understood. The facilitator will model appropriate listening and responding behavior, but beyond these fundamental skills , an essential value that develops in the group is that everyone should play a role in helping others feel they have been heard . 3. Group members will work collaboratively, sharing in decision making and owning responsibility for the outcome. The job of the leader (professor, administrator) is to act as the facilitator, but the group members’ job is to make sure that the group meets their own needs.

Culturally Responsive Group Dynamics:

Culturally Responsive Group Dynamics Dimensions of power and prestige develop in different ways among group members. Often times one cultural group may have more prestige or power based on contextual factors (at the micro, meso -, and macro-level). What this means is that you must make adjustments according to the unique background of the people in your group(s).

Community of Learners in Learning Circles: Goal Statements:

Community of Learners in Learning Circles: Goal Statements To share and develop understandings about curriculum leadership through interaction and discourse. To focus on sharing challenges, dilemmas, and tensions rather than simply reporting progress. Addition?

PowerPoint Presentation:

Learning Circle Phases https://sites.google.com/site/onlinelearningcircles/Home/learning-circles-defined/circle-phases

Readings: Goulah & Ito (2012) Noddings (2005):

Readings: Goulah & Ito (2012) Noddings (2005) http://annstreetstudio.com/

Goulah & Ito (2012) on Soka Education :

Goulah & Ito (2012) on Soka Education The   mission  of Soka University is to “ foster a steady stream of global citizens committed to living a contributive life”. ( Position: Educational Leadership )

Global Citizenship (Noddings, 2005): Starts with the Local:

Global Citizenship ( Noddings , 2005): Starts with the Local NPR All Things Considered (2013) On Income Inequality http:// www.npr.org/blogs/alltechconsidered/2013/12/17/251960183/in-a-divided-san-francisco-private-tech-buses-drive-tension As you listen, pick one of the three interviewees (Brian Leiar , Bina Shrimali , Sara Jane Morris) Discuss: How might your chosen person respond to comments made by Noddings (2005)? Outline a personalized curriculum (a mini lesson or half-day workshop) for this person.

Global Citizenship and Participation in Schools?:

Global Citizenship and Participation in Schools? Learner Roles in Student Guide Responsible Citizen : As a responsible citizen I interact with all people honestly, fairly, and respectfully. I know my rights and responsibilities as a member of society. I display a sense of pride and patriotism. I understand that there are rules to guide my behavior and accept the positive as well as negative consequences for my actions. Global Partner: As a global partner, I understand that I am part of a constantly changing world full of different beliefs, cultures, and countries that are all interconnected. I embrace diversity and the challenges to help make the world a healthy, happy, and safe place for all living things. Strategic Plan in Parent Guide Prepare Students for Global Citizenship: Goals All students will meet or exceed high academic standards. The achievement gap will close, as demonstrated by the results of NCLB subgroups meeting proficiency. All students will be prepared for success in the present and future economies. The District will support schools and be accountable for results. • Teachers and students will use data to inform teaching and learning.

Readings: English & Steffy (2011) Klein (1985) :

Readings: English & Steffy (2011 ) Klein (1985) Curriculum Leadership http://annstreetstudio.com/

Discussion Questions: Think, Pair and Share (Pick 1: moon, sun, or lightning bolt) :

Discussion Questions: Think, Pair and Share ( Pick 1: moon, sun, or lightning bolt ) Discuss whether learning is simple or complex and how curriculum supports both. Provide examples. ( See p . 412 in English & Steffy , 2011) Offer and discuss examples of the “living curriculum” and the “dead curriculum” ( see p. 422 ). Discuss the coherence between your district’s curriculum guide and the monitoring of its implementation through administrator walkthroughs ( consider the model by Downey et al., 2004 p. 421).

What type of (curriculum) leadership do you aspire to practice and model? (Course Objective: Apply theory to deliberations about curriculum improvement ) :

What type of (curriculum) leadership do you aspire to practice and model ? (Course Objective: Apply theory to deliberations about curriculum improvement ) Transactional Transfomative Transformational Rooted in rationality and behaviorism Makes use of contingency rewards and punishments. It sees schools from a positivistic perspective with knowable causes and predictable and controllable effects. Transformative leaders question and may change the given the script Seek to change society through education  Founded on critique and promise Emphasizes deep and equitable change in social conditions Able to live with tension and challenge Displays moral courage and activism Founded on meeting the needs of complex- diverse systems. Sets direction - develops people Leader looks for motive and develop common purpose. Often related to school effectiveness, reform, improvement, and instructional leadership. Follow the government-given script but value and involve people

Curriculum Leadership:

Curriculum Leadership 1) Identify someone whose performance reflects curriculum leadership (English & Steffy , 2011; Klein, 1985). 2) Discuss their characteristics (cite from both readings). 3) Prep a statement to share with that person tomorrow. 4) Construct a statement to share with that person ( in the mirror) today.

Essential Question: Reflection Using 3s Understanding Self, Subject, Society:

Essential Question: Reflection Using 3s Understanding Self, Subject, Society If a purpose of public education has been/is to shape citizenship, and curriculum is the substance of education programs, then what qualities of curriculum leadership will you aspire to practice and model?

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