Leadership & Process

Quality curriculum and instruction start with school leadership. Design a seamless process with an articulated vision, in-depth planning, and essential resources to support and engage educators and maintain momentum.

Schedule PD +1 503 223 7600 x3000

Leadership & Process PD Sessions

All of our sessions can be conducted onsite or facilitated online over a series of engagements. Onsite sessions are $2500 a day per facilitator, plus travel costs. Our online sessions are offered at $250 an hour, with some sessions requiring a minimum of two hours.

Design a Curriculum Process

Onsite: 1 – 2 days | Online: 3 – 6 one-hour guided sessions + independent work

Audience: School leadership team

Launch your new curriculum initiative or reinvigorate your process with comprehensive and detailed planning for sustainable success. By articulating your vision, gathering supportive resources, and applying change management strategies, propel your curriculum development process.

Outcomes:

  • Map your curriculum development process, starting with your goals for the work.
  • Identify details, including timelines, roles and responsibilities, and resources needed to facilitate the curriculum initiative.
  • Develop strategies to generate teacher buy-in and organize your planning process in a transparent and accessible way.
Curriculum Review

Onsite: 1 day | Online: 3-6 one-hour guided sessions + independent work

Audience: Teachers, curriculum writers, school leadership

Gathering and analyzing data and resources is the first step to improving curriculum development. The next step is to conduct your curriculum review. Identify gaps and redundancies, assess the efficacy of standards alignment, inspect the diversification of assessment practices, and measure progress toward your curriculum goals.

Outcomes:

  • With actionable data available in Atlas, as well as rubrics and other relevant resources, conduct a curriculum review process.
  • Garner a deep understanding and of curriculum across your school or district.
  • Apply findings to enhance curriculum and directly impact teaching and learning.
Support Your School Accreditation Process

Onsite: 1 day | Online: 3-6 one-hour guided sessions + independent work

Audience: Accreditation planning teams
Develop a school accreditation process that satisfies the requirements of your accrediting body. Support your self-study and site visit through transparent and collaborative planning and centralized evidence gathering and reporting.

Outcomes:

  • Map the accreditation process in Atlas to centralize resources, track progress, outline roles and responsibilities, and facilitate the self-study.
  • Build your team by identifying key roles and responsibilities for the self-study.
  • Review your accreditation guidelines and configure Atlas to reflect curriculum requirements.
  • Evaluate the existing curriculum at your school or district and determine steps to strengthen alignment.
  • Design a dashboard to support the site visit review.
  • Plan how you will implement feedback from your accreditation review and cultivate long-term change.
Design the Right Unit Template

Onsite: 1/2 day | Online: 1-2 hours of guided session(s)

Audience: School leadership team

Your curriculum mapping template helps create focus and articulate the most important aspects for your school or district. Knowing what characterizes your curriculum will help determine the design of it. Consider how you want to use the curriculum and what specifically you want to capture, such as core content, interdisciplinary connections, standards alignment, or school mission.

Outcomes:

  • Review template examples to generate ideas about what information might be.
  • Reflect on curriculum goals, initiatives, and priorities to identify relevant curriculum elements, such as content and skills, assessment, and differentiation.
  • Design a curriculum mapping template that will best facilitate curriculum development.
Data Inquiry: Curriculum and Assessments

Onsite: 1 day

Audience: May include: Peer Coaches, Teacher Leaders, Instructional Coaches, Administrators or Teachers

Learn how you can use a data inquiry cycle as a strategy to support teachers in effectively using their curriculum and assessment data to improve student learning.
In our session, we will walk through each step of a data inquiry cycle:

  • Gain Perspective: What are your goals and priorities for reviewing your data?
  • Prepare Data: What information or resources will help answer your question?
  • Discover or Uncover: What can you learn from the data? What confirms your expectations, and what surprises you?
  • Meet, Discuss, and Adjust: How can we collaborate with our teams to adjust our instruction based on these results?
  • Identify Next Steps: How can we put our plan into action?

Outcome

  • Develop a data-inquiry cycle customized to meet the needs of your school, with protocols and resources to support your work.
Leadership in Early Childhood Programs

Onsite: 1 day | Online: 3 – 6 one-hour guided sessions + independent work

Audience: School leadership

Identify the most common aspects of quality leadership in Early Childhood Programs and consider how these elements support/align to best practices.  Develop and prioritize leadership goals (for program implementation, staff professional learning, or family outreach), discuss a site’s specific leadership challenges, and strategies to address these areas.

Outcomes:

  • Identify the most common aspects of quality leadership in early childhood education programs.
  • Consider how these elements support and align to best practices.
  • Develop and prioritize leadership goals (for program implementation, staff professional learning, or family outreach)
  • Discuss leadership challenges and review strategies to address them.
Develop Standards-Based Curriculum: Create Reportable Standards

Onsite: 1 day | Online: 3 – 6 one-hour guided sessions

Audience: Teachers and/or curriculum writers
In international schools with transient populations, teachers and curriculum leaders are continually struggling to find the balance between time, a long list of performance indicators, and diversity in student knowledge/skill gaps. Developing synthesized “reportable standards” provides a standards-based lens to focus learning within these constraints. Similar to power standards in establishing clarity, consistency and importance, reportable standards differ as they combine all existing standards into overarching skills linked to content.

Outcomes:

  • Use a framework to lead teams in developing reportable standards
  • Develop (sample) reportable standards
  • Align (sample) reportable standards to units and to assessment practices

Schedule onsite or online professional development for your school.