What is the program timeline and what happens in each year of the program?
National Academy for Curriculum Leadership |
 |
Year 1 Program (August 2007 - July 2008) |
|
August 5-9, 2007 |
Leadership Institute, Richland, WA |
Sept/Oct 2007 |
Leadership Teams meet locally to prepare for Fall Academy |
Nov 11-16, 2007 |
Fall meeting, Richland, WA |
Nov 2007 - Mar 2008 |
Leadership Teams work at their school/district on their action plan |
March 2-4, 2008 |
Spring meeting, Richland, WA |
May – July 2008 |
Leadership Teams complete their year-one action plan |
Year 2 Program (August 2008 - July 2009) |
|
August 10-14, 2008 |
Leadership Institute, Richland, WA |
Sept/Oct 2008 |
Leadership Teams meet locally to prepare for Fall Academy |
November 16-21, 2008 |
Fall meeting Richland, WA |
Nov 2008 – Mar 2009 |
Leadership Teams work at their school/district on their action plan |
March 1-3, 2009 |
Spring meeting, Richland, WA |
May – July 2009 |
Leadership Teams complete their year-two action plan |
Year 3 Program (August 2009 - July 2010) |
|
August 9-13, 2009 |
Leadership Institute, Richland, WA |
Sept/Oct 2009 |
Leadership Teams meet locally to prepare for Fall Academy |
November 15-20, 2009 |
Fall meeting, Richland, WA |
Nov 2009 – Mar 2010 |
Leadership Teams work at their school/district on their action plan |
Feb 28 - Mar 2, 2010 |
Spring meeting, Richland, WA |
May – July 2010 |
Leadership Teams complete their year-three action plan |
The Three-Year Process:
The BSCS Center for Professional Development has developed a model that describes four stages in this process: awareness, selection, scaling up, and sustainability. The three-year program is designed to assist Leadership Teams as they progress through the stages of selection, scaling up, and sustainability.
The First Year of the program focuses on selection. This stage includes establishing criteria for selection, completing an evidence-based screening process that leads to piloting, making a decision based on the pilot results, and finally, purchasing new instructional materials. Districts that have already selected instructional materials will use an evidence-based process to analyze the materials and guide their professional development planning for implementation.
The Second Year of the program focuses on the various aspects of scaling up the implementation. Leadership teams focus on designing professional development opportunities to support teachers’ use of new instructional materials. Included in the professional development design are mechanisms to evaluate the process and progress of curriculum implementation.
The Third Year of the program focuses on sustainability. Sustaining instructional materials implementation involves monitoring the capacity for change through support structures and evaluation tools that provide ongoing feedback. The Concerns Based Adoption Model (CBAM) includes three research-based tools for analyzing data on teachers’ concerns about using new instructional materials, as well as teachers’ use of and understanding about new instructional materials. Together these tools inform the planning of professional development and help the leadership team monitor implementation efforts.