Accelerating Student and Staff Learning

Foreword by Stephanie Hirsh Publisher's Acknowledgments About the Author Introduction 1. An Overview: Collaborative Curriculum Design as Professional Learning 2. Establishing Assumptions About Student and Staff Learning 3. Determining Complex Curriculum Standards and Concepts 4. Mapping the Curriculum 5. Assessment of Student Learning 6. Designing Instruction 7. Analyzing Student Work and Monitoring Student Learning to Inform Instruction 8. Using Effective Grading and Parent Reporting Practices 9. Leading Schools to Sustain the Effort and Fulfill the Promise Appendix 1. Our Assumptions About Student and Staff Learning Appendix 2. The Principles of Professional Learning Appendix 3. Our Vision of Our School: Iduma Elementary School, Killeen ISD, Killeen, TX Appendix 4. A Learning Walk Appendix 5. We are a School Community That Values Learning Appendix 6. Template for Developing Our Learning Community's Norms Appendix 7. Quakertown High School Goals Appendix 8. Sample Letter to Parents Appendix 9. Critical Attributes of a Performance Task Appendix 10. Template for Culminating Demonstrations Appendix 11. Example of a Task Analysis of a Culminating Demonstration Appendix 12. Example of a Task Analysis of a Culminating Demonstration (Term III) Appendix 13. Precision in Adverbs Appendix 14. Middle Ages Scoring Guide Appendix 15. Culminating Demonstration Rubric for First Grade Students at Heritage Elementary Appendix 16. Kindergarten Literacy Lesson Plans References Index

"Succulently summarizes the best practices for curriculum design with a focus on what is also best for kids. From identifying assumptions we make about student learning to communicating and reporting student growth and progress, the text offers practical and sound advice based on current practices in the field and the author's experiences." -- Mike Greenwood, District Teacher Leader "This book on how to align curriculum and pedagogy with standards and create organizational coherence in schools to do the work will contribute to new ways of thinking and doing in schools." -- Thomas Payzant, Professor of Practice "This is a book of action. The author calls for leaders in school communities to be bold, courageous, committed, and aggressive in the actions required to achieve desired increases in student learning. Relevant and thought-provoking assignments are contained in each chapter, challenging all those in a school community to communicate, debate, question, plan collaboratively, and reflect." -- Charles Patterson, Educational Consultant "This book provides a hands-on guide for creating curriculum systems that bridge theory into practice for schools. Each chapter includes vignettes and reflective questions that personalize the work for learning teams while providing a recipe for long-term success, increased student achievement, and engagement in learning." -- Linda M. Reeves, Superintendent "As a dynamic authority on staff development, Psencik shows teachers and principals how to apply a collaborative systems approach to designing professional development-the perfect resource for results-driven leaders as they develop a curriculum to meet the needs of all students." -- Diane Hodges, Managing Partner "From determining important state standards to creating authentic curriculum/assessments and analyzing student work, this book is an essential read for administrators, teachers, and educators who want their students to successfully meet and exceed today's academic standards." -- Victor Vargara, Principal "A gem for educators striving to create a learning environment that embraces professional collaboration involving common curriculum maps, assessments, and instructional units. If you are already on this path, it corroborates what you are currently doing. If you are just beginning this journey, it provides you a step-by-step process. Most importantly, the book is reassuring that our vision of providing the best possible learning opportunities for both students and staff is on target. Psencik has touched both the mind and heart of our profession." -- Gloria Shamanoff, Assistant Superintendent "This book brings new focus to the rich history of ideas and strategies shown to improve student learning, helping educators at all levels see not only the value of using proven strategies, but the importance of integrating those strategies into purposeful improvement efforts." -- Thomas R. Guskey, Distinguished Service Professor