From Physical Conditioning to a TKO

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From Physical Conditioning to a TKO Round by
Round Commentary
In the ring with
Rick Dunlap, Mary Beans, Beth Ann Carozza, Vicki
Croul, Tracy Heim, Laura Mendell, Linda Miller,
Scott Rafetto, Eileen Riley, Julie Robertson,
Debbie Sabatino, Kelley Simone, and Maureen
Wallace
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Pre-fight instructions
Getting in shape for the big fight.
Outlearning the Wolves Surviving and Thriving in
a Learning Organization
By David Hutchens Illustrated by Bobby
Gambert (Pegasus, 2000)
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Outlearning the Wolves
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Outlearning the Wolves
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In this corner.
Learning the ropes.

• 1 Science Mary Beans
• 1 Reading
• Eileen Riley
• 1 English Linda Miller

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Corner Team

• When Rick decided to train for the bout, he had
  to determine the function of the Core-ner Team
  members
• Attend conference
• Present mapping to faculty
• Train others and provide materials
• Facilitate process
• Encourage staff
• Establish database for TechPaths

Dr. Richard DunlapPrincipal, West Chester East HS
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New fight promoters

• Interested
• Respected
• Networker
• Producer

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Addition of 3

• 2 Learning Support Eric Bucci (co-department
  chair) Beth Ann Carozza (co-department
  chair)
• 1 Science Debbie Sabatino (department
  chair)

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More trainers

• 1 Social Studies Tracy Heim (department
  chair)
• 1 Art Joe Arscott

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Three more sparring partners

• 1 Math Julie Robertson
• 1 English Vicki Croul
• 1 Health Scott Rafetto (department chair)

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Tag-team Trainers

• Assistant Principal
• Maureen Wallace
• Learning Support
• Kelley Simone (Dept. Chair)
• Math
• Laura Mendell

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Round OneDing, Ding
First faculty meeting of new school year, faculty
is shown introductory PowerPoint
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Infusing Curriculum Mapping An Extreme
Makeover at East High School
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(No Transcript)
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Who wins the belt?
Sundance with improved performance in school?
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Training Camp
Team Building Our fall in-service day entire
school A day of planning and strategy
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Teacher (page 1 of 2) Subject
Date
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Bringing in some ringers.
Second PowerPoint
Trained department chairs who then took parts and
trained the staff. Each department was given a
copy of Mapping the Big Picture.
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Float like a butterfly.
What is the difference between content, skills,
and assessments? (Sometimes, it is how you read
it!)
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Hooks, jabs, and body punches

• Content
• Topics/concepts/issues/problems/themes
• units of study or topics (heavyweights, training
  regiments, brutality of boxing)
• specific books (Raging Bull)
• poetry
• measurement
• estimation

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Bobbin and weavin
Skills Precise, can be assessed, observed, and
described in specific terms - unlike general
processes. Skills should be connected to
assessments and standards.
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The scorecard

• Assessments
• Tangible Products
• writes a persuasive essay use district writing
• rubric to assess
• photosynthesis lab report
• correctly place commas in provided paragraph
• model of the circulatory system
• role play Nixon/Kennedy debate
• documented observations

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Step into the ring

• Skill or Assessment ?
• creating a collection of up to 40 insects
• list the economic problems facing a new nation
• identify three functions of an adverb and use it
  in
• a paragraph
• interpreting diagram of blood clotting process
• videotaped performance peer and teacher
  critique using rubrics

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And the winner is.

• Skill or Assessment ?
• creating a collection of up to 40 insects
• list the economic problems facing a new nation
  (identify them would be a skill)
• identify three functions of an adverb and use it
  in
• a paragraph
• interpreting diagram of blood clotting process
• videotaped performance peer and
• teacher critique using rubrics

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Fancy Footwork
Sometimes the language can be tricky. Think
about the words Are they describing the
doing (the skills) or the tangible
product (the assessment)?
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Sparring vs. Boxing
Remember.. Assessment in one level may be a
skill in another level! Dont float skills
without feedback!
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When you only have 3 minutes
Using in-service days, as well as faculty and
department meeting time each teacher created a
map for every course taught.
Due before check-out the last day of school
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Round 2 Ding, Ding

• Trained new staff
• Created consensus maps within departments
• Added standards

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Round 3 Ding, Ding

• Trained new staff
• Divided staff for small group review - 15
  teams with 6 members and 2 co-facilitators per
  group
• Principal personally asked all
• facilitators
• Core group conducted small group
• review
• Group led co-facilitators through
• small group review process

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The round continues.

• Co-facilitators led group (6 members) through
• small group review during morning in-service
• Core group met to discuss results and plan for
• large group review
• Principal led large group review

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Round 4 Ding, Ding

• Trained new staff
• Established core maps
• Included literacy skills
• Created literacy academy
• Implemented John Collins writing
• strategies across the curriculum

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As the fight unfolds.

• Identified reading/writing/and speaking
  skills
• Added literacy standards to all maps
• Aligned vertically and horizontally
• Modified templates if needed
• Shared maps
• Filmed for ASCD curriculum
• mapping video

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Round 5 Ding, Ding

• Superintendent gave standing eight count
• Bena Kallick consulted district administrators
• Trained new staff
• Entered all data into TechPaths
• Trained staff on TechPaths
• Developed district-wide core maps
• Mentored new building leaders

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Round 6 Ding, Ding

• Train new staff on mapping and TechPaths
• Continue district-wide core maps
• Begin vertical alignment with feeder school
• Host Heidi Hayes-Jacobs and Alan November for CM
  conference

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Top 10 signs that there is trouble in the ring
10. Our first day of curriculum mapping, the
district implements new grading and attendance
programs with all 950 teachers to be in-serviced
in a one hour session at the same time and yes,
the computers crash Now it is time to introduce
mapping!
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9. Year 2 several teachers utter incredulously
We shouldnt have to do this We did mapping
last year! 8. Foreign language teachers
repeatedly ask, Why should we map? Our books are
the curriculum.
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7. An English teacher cant write an essential
question for grammar because she cant give a
reason for teaching it. 6. Year 3 - several
teachers utter incredulously We shouldnt have
to do this We did mapping last year!
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5. Some curriculum supervisors alter the mapping
process according to their unique
interpretation. 4. Older teachers chant scope
and sequence whenever mapping is mentioned.
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3. Some faculty members, even some department
chairs, submit less than acceptable maps and were
shocked when the boss returned their maps for
modification.
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2. Year 5 While eating in a crowded teachers
lunch room, an elective teacher announces, If
they want to see my map, tell them to open my
door and look in! 1. Were still mapping! When
is that principal going to get a new job?
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Training for the rematch
West Chester East High School Curriculum Mapping
Team Website
http//staff.wcasd.k12.pa.us/teachers/east_curricu
lum_mapping/
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Now this is the Law of the Jungle-as old and as
true as the skyAnd the Wolf that shall keep it
may prosper, but the Wolf that shall break it
must die. As the creeper that girdles the
tree-trunk, the Law runneth forward and
back-For the strength of the Pack is the Wolf,
and the strength of the Wolf is the Pack.
The Law for the Wolvesby Rudyard Kipling
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