ØWPC¾@ Â?¥\à¿~€ˆKÓXÐôìÖÙU²{ýÜ>x7çb–SÛ÷P±¥{Â8}ÛYx.ÒÅ©KЖ2ˆ­dN´${h¶þ0|AU½,Þ[ ãQ°"Û/]6,YªÎ‹5ÅÜð ò×ûó¢<‡ó2–ÃÎóâ@bÑšf&^‹Ö­\þSϱ+ú+a›ïÔnÜ^×㺽‹[Úe6ãkÖûï‚@dE;Žažë»7|øs³‚PÐj¯ÁÍ@¿ƒXo”€Kh¦±R ­ŠÁÄRü€'Wþ ==ÍñX/¦Pb®·½dy/ìˆ?–›·j”tRñÙ†Þ^§ñæüN·w^½¿1:[íÇ\“&æÇçi)Ížžž$ÈòrÒ¶í9﻾ãnÄ.$Œóë VD”’œ¢]Ê0è›@¤ƒ+£ðýeº¥¨·€øz–î¨e5"¿KÐáaFÙñA=2øŸNÆ/hW[Er„C<ž;Qqkeô|m¬=5h2ån•×TÿӜɨ(| ÔHýþ%Þ"ô°Èç(¨F¿ïÝŽ%:åí2p0mè/ö¡ƒAm£™ c‚o•'Q³[l@1tò¨q^\WmŸ/ˆ©FgñQkƒá‰ßŠKEHº#çT U: %O 0(U ^ } wÅ 4Ù Á ¡ mÓ 8ƒ  N f a  ! 0*. nÐX f 0D  $K 1o  ZÊ€œ ² &€¨¼ùaR "f B Ãþ´ "A6c &úíÀ BÑÃê B*U D5 0dw« &+oQ >Ë²ß (¹fŠa¾fœaŸfa& $)ìMðf±aÒ 04É‚ 0 ÊQX–fIaK 0D_E£šUBÞ 72 ! 72R! 0”³! 0‘r" 0]#UPNE$ 1_ã$ B˜$f%a%f%%a'% 1u;% 0Âc¡%U:&fM&aO&E c& 0Œe& 0‰J' 0§,( 0† ) 0ô) 0…Ë* 0†ö+ 0ôr, 0…K- 0î!. 0Ü™. 0ê€/ 0æÎ0 0‚[1 0€"2 0ó¾2 0¯ç3 0Íú4 0ñn5 0ì@6 0í7 0ƒó7 0®Û8 0Ìj9 0n-: D+ý: A Á®:U>g; D M´;U*˜;@ <o|&<@ ¢<o|Â<@ (=o|2=@ ¨=o|ü=@ 4>oª>>@ À>oªƒ>@ J?o|T?@ Ü?oªò?@ [@oªe@ùHP LaserJet 5P/5MP PostScriptííæ®®æíí0, ¿Ý AZ"Arial RegularX($ÁÁ( /) FÊ.)œ:i¢¯+00ÿ3|xØUÑØËËË  CurrknowlSutterTable_A1(ØØ$ÊÊÇ<ß6X9`(CourierX™xß6X@ƒã8‚;X@L*(3ø$¤¤  °!     Little (1990)1 'ï_ïLittle,¥J.¥W.¥(1990).¥Conditions¥of¥professional¥development¥in¥secondary¥schools.¥In¥M.Ü Ü ÜW.¥McLaughlin,¥J.¥E.¥Talbert,¥&¥N.¥Bascia¥(Eds.),¥˜˜The¥contexts¥of¥teaching¥in¥secondaryÜ ¦¾ Üschools——¥(pp.¥187³223).¥New¥York:¥Teachers¥College¥Press.(Carnegie Foundation for the Advancement1 ¼ï_ïCarnegie¥Foundation¥for¥the¥Advancement¥of¥Teaching.¥(1990).¥˜˜The¥condition¥ofÜ Ü Üteaching:¥A¥state³by³state¥analysis,¥1990.——¥¥Princeton,¥NJ:¥Author.ØØHCCarroll (1990)1 Ûï_ïCarroll,¥J.¥M.¥¥(1990).¥The¥Copernican¥Plan:¥Restructuring¥the¥American¥high¥school.¥Ü Ü ܘ˜Phi¥Delta¥Kappan——,¥˜˜71——,¥358³365.ØCorbettØØskillingØØLoucksØØHorsleyØ ØStiegelbauerØ Ø90sØØRoutledgeØØKeganØTABLE C Oakes, 1985)1 d âï_ïOakes,¥J.¥(1985).¥˜˜Keeping¥track:¥How¥schools¥structure¥inequality.——¥New¥Haven,¥CN:Ü Ü ÜYale¥University¥Press."Rogers, 19911 ,ï_ïRogers,¥K.¥B.¥¥(1991).¥˜˜The¥relationship¥of¥grouping¥practices¥to¥the¥education¥of¥theÜ Ü Ügifted¥and¥talented¥learner.——¥ï_ïStorrsï_ï,¥CT:¥National¥Research¥Center¥on¥the¥Gifted¥andÜ ¦¾ ÜTalented,¥University¥of¥Connecticut.$Nicholls, 19791 åï_ïNicholls,¥J.¥(1979).¥Quality¥and¥equality¥in¥intellectual¥development:¥The¥role¥ofÜ Ü Ümotivation¥in¥education.¥¥˜˜American¥Psychologist——,¥˜˜34——,¥1071³1084.5Evertson and Hickman, 1981).1ØKendallØ ØfrontloadingØ ØbackloadingØØWittrockØØRestonØ&ØØ0 d d'''')ßØ!dxdx(OŽ;$µµˆ0  ˆï2#ïò  òaò  ò.ï3  ïˆ0` (#(#ˆ+Anderson, 19841 eï_ïAnderson,¥L.¥W.¥(1984).¥˜˜Time¥and¥school¥learning.——¥New¥York:¥St.¥Martin's¥Press.-Dempsey and Traverso, 19831 «ï_ïDempsey,¥R.¥A.¥&¥Traverso,¥H.¥P.¥(1983).¥˜˜Scheduling¥the¥secondary¥school.——¥Reston,Ü Ü ÜVA:¥National¥Association¥of¥Secondary¥School¥Principals.8Glatthorn, 19861TµTABLE DL*TABLE CL*TABLE C ï_ïEvertson,¥C.¥M.¥&¥Hickman,¥R.¥C.¥(1981).¥˜˜The¥tasks¥of¥teaching¥classes¥of¥varied¥groupÜ Ü Ücomposition.——¥Austin,¥TX:¥Research¥and¥Development¥Center¥for¥Teacher¥Education,Ü ¦¾ ÜUniversity¥of¥Texas.7Slavin, 1989)1 ï_ïSlavin,¥R.¥E.¥(1989).¥Grouping¥for¥instruction¥in¥the¥elementary¥school.¥In¥R.¥E.¥SlavinÜ Ü Ü(Ed.),¥˜˜School¥and¥classroom¥organization——.¥¥Hillsdale,¥NJ:¥Erlbaum. Ñï_ïï_ïGlatthornï_ï,¥A.¥A.¥(1986).¥How¥does¥the¥school¥schedule¥affect¥the¥curriculum?¥¥In¥H.¥J.Ü Ü Üï_ïWalbergï_ï¥&¥J.¥W.¥Keefe¥(ï_ïEdsï_ï.),¥˜˜Rethinking¥reform:¥The¥principal's¥dilemma——¥(pp.¥53³60).Ü ¦¾ ÜReston,¥VA:¥National¥Association¥of¥Secondary¥School¥Principals.L*TABLE C(báÛ$¦¦ˆ0  ˆˆ0` (#(#ˆï2#ïò  òò  ò.ï3  ïˆ0ü ` (#` (#ˆ(xir$ááˆ0  ˆˆ0` (#(#ˆˆ0ü ` (#` (#ˆï2#ï(ò  ò0ò  ò)ï3  ïˆ0ü (#ü (#ˆØMcLaughlinØØTalbertØØBasciaØØTraversoØØCarrollØØRestonØØEvertsonØØHickmanØØKeefeØØNichollsØØOakesØ ØCNØ ØStorrsØØSlavinØØCaweltiØØJoplinØL*TABLE C(3ø$©©  °!      ;  °ø'     ï_ïï½^á\XXïï½I^ü«\\^áïNorth¥Dakota¥Collaboration¥for¥Excellence¥Seriesˆ¥BB(#ˆHandbook¥6:¥Providing¥Leadership¥at¥the¥School¥LevelÃÜ Ü Üï#º^á\\I^ü«J#ïï#ºX cX\^á+#ï “  °@ø)     ï_ïï½IX;oXXXïï½I^ü«\XIX;oïNorth¥Dakota¥Department¥of¥Public¥Instruction¥³¥8/1/00ˆ¥”"”"J(#ˆò  ò1ò  òï#ºIX;oX\I^ü«J#ï™\  `*Times New RomanTTJ Pi)2G+J ØØ0_level1î ¬à îî X îî/%4 4Ô Š <ä“Dþ™LÛ/îï2ïï3  ïˆ..ˆî  îî2(† †4Ô Š <ä“Dþ™LÛ2îî ¬à î2D+J ØØ0_level2î ¬à îî ¡ îî,"Ô Ô Š <ä“Dþ™LÛ,îï2ïï3  ïˆ..ˆî  îî2(† †4Ô Š <ä“Dþ™LÛ2îî ¬à î2A+J ØØ0_level3î ¬à îî  îî)Š Š <ä“Dþ™LÛ)îï2ïï3  ïˆ..ˆî  îî2(† †4Ô Š <ä“Dþ™LÛ2îî ¬à îx…Ì9 ZÑ6Times New Roman Regular3•$37;?CGKOS¡¡-*+xšØ  d4—TABLE BL*TABLE C3#37=CIQYagÐÐ1.a.i.(1)(a)(i)1)a)(;3£$««ï2#ïò  ò0ò  ò.ï3  ïˆ0  ˆ³c¸ÂAZÑ"Arial RegularïTABLE A2>+J ØØ0_level4î ¬à îî ` îî&<<ä“Dþ™LÛ&îï2ïï3  ïˆ..ˆî  îî2(† †4Ô Š <ä“Dþ™LÛ2îî ¬à î2;+J ØØ0_level5î ¬à îî ü îî#ää“Dþ™LÛ#îï2ïï3  ïˆ..ˆî  îî2(† †4Ô Š <ä“Dþ™LÛ2îî ¬à î28+J ØØ0_level6î ¬à îî  îî ““Dþ™LÛ îï2ïï3  ïˆ..ˆî  îî2(† †4Ô Š <ä“Dþ™LÛ2îî ¬à î25+J ØØ0_level7î ¬à îî h îîDDþ™LÛîï2ïï3  ïˆ..ˆî  îî2(† †4Ô Š <ä“Dþ™LÛ2îî ¬à î22+J ØØ0_level8î ¬à îî Ë îîþþ™LÛîï2ïï3  ïˆ..ˆî  îî2(† †4Ô Š <ä“Dþ™LÛ2îî ¬à î2/+J ØØ0_level9î ¬à îî  îî ™™LÛîï2ïï3  ïˆ..ˆî  îî2(† †4Ô Š <ä“Dþ™LÛ2îî ¬à î2GJ ØØ0_levsl1î ¬à îî X îî/%4 4Ô Š <ä“Dþ™LÛ/îï2ïï3  ï¥î  îî2(† †4Ô Š <ä“Dþ™LÛ2îî ¬à î2DJ ØØ0_levsl2î ¬à îî ¡ îî,"Ô Ô Š <ä“Dþ™LÛ,îï2ïï3  ï¥î  îî2(† †4Ô Š <ä“Dþ™LÛ2îî ¬à î2AJ ØØ0_levsl3î ¬à îî  îî)Š Š <ä“Dþ™LÛ)îï2ïï3 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îî2(† †4Ô Š <ä“Dþ™LÛ2îî ¬à î22J ØØ0_levnl8î ¬à îî Ë îîþþ™LÛîï2ïï3  ïî  îî2(† †4Ô Š <ä“Dþ™LÛ2îî ¬à î2/J ØØ0_levnl9î ¬à îî  îî ™™LÛîï2ïï3  ïî  îî2(† †4Ô Š <ä“Dþ™LÛ2îî ¬à î<ØØ:Default Paraï½XXXïï½XXXï'dxdoý&Draw Object <<=8ØØØØØØØØØØCØØ HKKKK™\  `Ñ&Times New RomanKKKKAHeavy Shadow!dZdZ%Š2¹A`ÑArialu ØWPC¡¡i éK »51ØØØ3%)+-  ¥U- Uw ØWPC¡¡d^ F@ 51ØØØ3%)+- ¥#" #y ØWPC¡¡ââtt51ØØØ3%)+-  ¥VV{ ØWPC¡¡é«»ö51ØØØ3%)+-  ¥UxU} ØWPC¡¡Ü.Ó51ØØØ3%)+.-  ¥Y˜Y ØWPC¡¡wÚYp51ØØØ3%)+.-  ¥R;ª ØWPC¡¡Ð[¶=51ØØØ3%)+-  ¥q° ØWPC¡¡•`„B51ØØØ3%)+.-  ¥Ò$· ØWPC¡¡pÆRr51ØØØ3%)+.-  ¥4T  °!     ï_ïï¥IX;oXXXï„Ü¡„„ˆ¡„…¥AØØ……¥BØØ…„  „ J(•$33Pªîî*¡¯X¡É,ËäX¡þX*îíííííííˆ † ˆˆ  ˆˆ 4 ˆˆ ` ˆˆ Ô ˆˆ ü ˆˆ Š ˆˆ  ˆˆ < ˆˆ h ˆíííííï½I†ùu†XIX;oï˜ ˜î  îHANDBOOK¥6:Ü ˆ   ÜProviding¥Leadership¥Ü *Z  Üat¥the¥School¥LevelÜ tÛ Üî”îííï#ºIX;oX†I†ùuí#ï— —ííííï*Ñ°LMddd Xdd Xdd X¡(#¡(#Ñïï,xdd ïï+  ïÜ 22 Üî9¯¹­X4Ÿ!Ô#ÙX¡¯X¡É,ËäX9îî  îˆ @l ˆ˜ ˜CONTENTS— —Ü fö ÜîÂî1.¥Allocating¥Leadership¥Functions¥at¥the¥School¥LevelˆŸ!°.JJ@ˆ¥¥3Ü R­ Ü2.¥Developing¥a¥Learning³Centered¥ScheduleˆŸ!°.$$4ˆ¥¥5Ü >n Ü3.¥Aligning¥the¥CurriculumˆŸ!°.â â $ˆ10Ü * Z Ü4.¥Monitoring¥the¥CurriculumˆŸ!°.\\&ˆ16Ü !F Ü5.¥Discharging¥Other¥FunctionsˆŸ!°.¾¾(ˆ19Ü "2 ÜReferences¥ˆŸ!°.¼¼ˆ20Ü ”"  Üíî9¡¯X¡É,ËäX¯¹­X4Ÿ!Ô#ÙX9îíííííï½I™°˜XIX;oïA¥Handbook¥in¥the¥˜˜Collaboration¥for¥Excellence——¥SeriesÜ â)å&" ÜNorth¥Dakota¥Division¥of¥Independent¥StudyÜ V*º'# ÜOffice¥of¥Curriculum¥and¥ImprovementÜ +J($ ÜNorth¥Dakota¥Department¥of¥Public¥Instruction¥ÝÝ¥2000ï#ºIX;oX˜I™°'#ïï½I†ùu†XIX;oïÜ Þ+)% Üï#ºIX;oX†I†ùuh#ïíÜ  Ú-²*' Üï½CX;oXXIX;oïï½C†ùu†XCX;oïî ¥îíï#ºCX;oX†C†ùu¿#ïï#ºIX;oXXCX;oô#ïî ¥îî ¥îˆ † ˆThis¥handbook¥is¥one¥of¥a¥series¥published¥for¥the¥project¥˜˜Collaboration¥for¥Excellence:¥TheÜ qi ÜNorth¥Dakota¥Curriculum¥Project.——¥¥Ü ] U ܈ † ˆThe¥publication¥is¥free¥to¥public¥school¥educators¥in¥North¥Dakota,¥who¥may¥make¥copiesÜ À á Üwithout¥permission.¥Ü Ç £ ܈ † ˆThese¥handbooks¥represent¥a¥team¥product.¥A¥major¥contributor¥was¥Ann¥Clapper,¥who¥wasÜ   Üpreviously¥Director¥of¥the¥Office¥of¥Curriculum¥Leadership¥and¥Improvement.¥NumerousÜ  –  Üeducators¥in¥North¥Dakota¥reviewed¥all¥these¥materials¥and¥made¥valuable¥suggestions.¥Ü Œ   ÜEspecially¥helpful¥were¥the¥following¥North¥Dakota¥educators:¥Janet¥Edlund,¥Dakota¥PrairieÜ „ƒ  ÜHigh¥School;¥Cheryl¥Kuhas,¥North¥Dakota¥Department¥of¥Public¥Instruction;¥Karen¥Nelson,Ü ¸µ  ÜHettinger;¥Sandra¥Willprecht,¥Forman.¥¥Allan¥A.¥Glatthorn,¥Distinguished¥Research¥Professor¥atÜ ©Á  ÜEast¥Carolina¥University,¥served¥as¥consultant¥to¥the¥project.¥Ü ðÙ  ܈ † ˆIt¥should¥be¥emphasized¥that¥the¥processes¥suggested¥here¥should¥be¥seen¥only¥asÜ Ö• Ürecommendations,¥not¥mandates.¥¥The¥authors¥value¥the¥ability¥of¥North¥Dakota¥educators¥toÜ ‹ó Üdevelop¥their¥own¥processes¥that¥reflect¥the¥needs¥and¥resources¥of¥their¥schools.Ü  ì‚ Üî ¥ºî˜ ˜ï½I¹lÑÈXIX;oïï*e°NrOddxdd xLM¡(#¡(#eïï,Ldd ïï+  ïÜ  Ü1.ˆ0 @ ˆï#ºIX;oXÈI¹lÑF#ïï½I¹lÑÈXIX;oïALLOCATING¥LEADERSHIP¥FUNCTIONS¥AT¥THE¥SCHOOLÜ ld ÜLEVELï#ºIX;oXÈI¹lÑ;#ïï½I¹lÑÈXIX;oïÜ#¥x@ù!@ù! #Üï#ºIX;oXÈI¹lÑ€#ï— —î ¥îíˆ † ˆEven¥in¥schools¥where¥school³based¥management¥programs¥are¥not¥in¥effect,¥there¥is¥stillÜ ¥ x Üimportant¥work¥to¥be¥done¥at¥the¥school¥level.¥Four¥critical¥functions¥are¥essential:Ü l d ܈ † ˆ "­Q3£"      ­Q3£0 ï2•$ïÝÝï3  ïˆ0  ˆ    developing¥a¥learning³centered¥schedule;¥ °Q3£0] ÔÜë ®(#(# ÜÔ    ˆ † ˆ "­Q3£"      ­Q3£ ï2•$ïÝÝï3  ïˆ0  ˆ    aligning¥the¥curriculum;¥¥ °Q3£H ÔÜ0 ( (#(# ÜÔ    ˆ † ˆ "­Q3£"      ­Q3£Ö ï2•$ïÝÝï3  ïˆ0  ˆ    monitoring¥the¥curriculum;¥and¥ °Q3£Ö$ ÔÜâÉ (#(# ÜÔ    ˆ † ˆ "­Q3£"      ­Q3£¯ ï2•$ïÝÝï3  ïˆ0  ˆ    assisting¥teachers¥in¥discharging¥the¥classroom¥responsibilities¥(see¥Handbook¥7).¥ °Q3£¯ ÔÜ™“ (#(# ÜÔ    ˆ † ˆWhile¥most¥of¥these¥responsibilities¥will¥devolve¥to¥the¥principal,¥he¥or¥she¥should¥develop¥aÜ VN  Üteam¥approach¥in¥which¥classroom¥teachers¥play¥an¥important¥role.Ü B:  ܈ † ˆOne¥way¥of¥sharing¥the¥leadership¥roles¥is¥to¥work¥with¥the¥teachers¥in¥developing¥the¥matrixÜ Ûþ Üshown¥in¥Display¥6³1.¥To¥complete¥this¥matrix,¥the¥principal¥should¥take¥the¥following¥steps.Ü Æà ܈0 † ˆ(1)ˆ0†(#†(#ˆAssemble¥a¥group¥to¥decide¥on¥the¥allocation¥of¥responsibilities.ܘ(#(# ܈0 † ˆ(2)ˆ0†(#†(#ˆDiscuss¥the¥specific¥functions.¥ÜTL(#(# ܈0 † ˆ(3)ˆ0†(#†(#ˆAsk¥the¥group¥to¥nominate¥the¥one¥person¥who¥should¥be¥primarily¥responsible¥for¥eachÜ ¦¨ Üfunction.¥Ü¢û(#(# ܈0 † ˆ(4)ˆ0†(#†(#ˆAsk¥the¥group¥to¥identify¥those¥roles¥that¥should¥contribute¥to¥each¥function.ÜŸ(#(# Üî ¥,îÜ  f^ ܧA¥'U)ÿäxT`dÀfEÿä0xA§ííñ¡ñ˜ ˜ñ¡ñï½RX cXXIX;oïî  îDisplay¥6³1:Ü ˆ¯ ÜCurriculum¥Functions¥at¥the¥School¥LevelÜ í€ Üîªî— —ï#ºIX;oXXRX cb#ïíï*e°STddLdd LNrOÜ Ü eïï,Ždd ïï,dd ïï,dd ïï,dd ïï,dd ïï,dd ïï+  ïÜ $¥'Û þÛ þ $ܘ ˜Functions— —ï½I™°˜XIX;oïÜ $ ' $ÜPR¥Ü    ÜAP¥¥¥Ü    ÜOS¥Ü     ÜTDÜ     ÜDTÜ ¥''    ÜDevelop¥learning³centeredÜ à ¥  ÜscheduleÜ 0¥'#L D '' ³³0ÜRÜ 9¥',!à ¥"' ³³9ÜCÜ 9¥',!à ¥"' ³³9ÜÜ 9¥',!à ¥"' ³³9ÜCÜ 9¥',!à ¥"' ³³9ÜCÜ 6¥'#!à ¥"' 6ÜAlign¥curriculumÜ -#Û þ' ³³-ÜRÜ 'Û þ" ³³'ÜÜ 'Û þ" ³³'ÜCÜ 'Û þ" ³³'ÜCÜ 'Û þ" ³³'ÜCÜ '¥'Û þ" 'ÜMonitor¥implementation¥ofÜ Ÿ™  ÜcurriculumÜ -#Ëü ' ³³-ÜCÜ 'Ÿ™ " ³³'ÜRÜ 'Ÿ™ " ³³'ÜCÜ 'Ÿ™ " ³³'ÜÜ 'Ÿ™ " ³³'ÜCÜ '¥'Ÿ™ " 'ÜEvaluate¥curriculum¥asÜ   ÜimplementedÜ -#†ï !' ³³-ÜÜ ' "" ³³'ÜÜ ' #" ³³'ÜRÜ ' $" ³³'ÜCÜ ' %" ³³'ÜCÜ '¥' &" 'ÜProvide¥leadership¥toÜ 4,' Üteachers¥for¥theirÜ ¿Ý( ÜresponsibilitiesÜ -#¹«)' ³³-ÜRÜ '4,*" ³³'ÜÜ '4,+" ³³'ÜCÜ '4,," ³³'ÜCÜ '4,-" ³³'ÜÜ '¥'4,." 'ÜÜ -# /' ³³-ÜÜ ' 0" ³³'ÜÜ ' 1" ³³'ÜÜ ' 2" ³³'ÜÜ ' 3" ³³'ÜÜ '¥' 4" 'ÜÜ -#ld5' ³³-ÜÜ 'ld6" ³³'ÜÜ 'ld7" ³³'ÜÜ 'ld8" ³³'ÜÜ 'ld9" ³³'ÜÜ"ld:"  "Üí˜ ˜Roles:¥— —Ü $; ܈0 4 ˆPR=Principal¥¥¥¥¥¥¥Ü¾Þ<4Ü 4Ü  Üï#ºIX;oX˜I™°f#ïˆ0 4 ˆï½I™°˜XIX;oïAP:¥Assistant¥PrincipalÜ»¢=4Ü 4Ü  ܈ 4 ˆOS:¥Central¥Office¥SupervisorÜ nf> ܈ 4 ˆTD:¥Team¥Leader¥or¥Department¥ChairÜ 2*? ܈ 4 ˆDT:¥Designated¥Teacherï#ºIX;oX˜I™°®$#ïï½I™°˜XIX;oïÜ š”@ Üí˜ ˜Responsibilities:¥— —Ü ~vB ܈0 4 ˆR=Primarily¥responsible¥for¥this¥function¥Ü@8C4Ü 4Ü  ܈0 4 ˆC=Contribute¥to¥this¥functionï#ºIX;oX˜I™°‰%#ïÜ ŸD4Ü 4Ü  Üñ¡ññ¡ñ§A¥'U)¡ÉxT`dE¡!0xA§Ü  é ËE ܘ ˜ï½I¹lÑÈXIX;oïï*€°rddŽdd Ždd dd dd dd dd ST¡(#¡(#€ïï,Ldd ïï+  ïÜ  Ü2.ˆ0 @ ˆDEVELOPIï#ºIX;oXÈI¹lÑy'#ïï½I¹lÑÈXIX;oïNG¥A¥LEARNING³CENTERED¥SCHEDULEï#ºIX;oXÈI¹lÑÍ(#ïï½I¹lÑÈXIX;oïÜ#ld@ù!@ù! #Üî ¥îï#ºIX;oXÈI¹lÑ6)#ï— —íˆ † ˆThe¥school¥schedule¥is¥a¥crucial¥aspect¥of¥school¥effectiveness¥and¥plays¥an¥important¥role¥inÜ ld Üdelivering¥a¥quality¥curriculum.¥¥Essentially¥the¥schedule¥can¥be¥seen¥as¥the¥mechanism¥by¥whichÜ X P Üresources¥are¥allocated³³time,¥space,¥and¥personnel.¥In¥a¥sense¥they¥who¥control¥the¥scheduleÜ D < Ücontrol¥the¥school's¥resources.¥¥This¥handbook¥argues¥for¥a¥learning³centered¥schedule¥andÜ 0 ( Üexplains¥how¥principals¥can¥make¥the¥school's¥schedule¥more¥facilitative¥of¥student¥learning¥andÜ   Üsupportive¥of¥the¥curriculum.˜˜Ü   ܈ † ˆ——A¥good¥schedule¥has¥six¥key¥attributes¥(see¥ï ¥* ïAnderson,¥1985;¥ï ¥, ïDempsey¥and¥Traverso,¥1983;Ü jb  Üï ¥. ïGlatthorn,¥1986).Ü VN  Üî ¥x)îˆ † ˆ "­Q3£"      ­Q3£ - ï2•$ïÝÝï3  ïˆ0  ˆ    ˜ ˜The¥schedule¥maximizes¥instructional¥time.— — °Q3£ -M- ÔÜü¡ (#(# ÜÔ     "­)Ž;"     î ¥îˆ † ˆ ­)Ž;. ˆ0  ˆï2•$ïÝÝï3  ïˆ04(#(#ˆ    The¥schedule¥reflects¥curricular¥priorities¥and¥gives¥first¥priority¥to¥students'¥learningÜ ¬Ê  Üneeds.¥¥Administrators¥and¥teachers¥cooperate¥in¥defending¥instructional¥time. °)Ž;.S. ÔÜäÔ 4(#4(# ÜÔ     "­Q3£"     î ¥îˆ † ˆ ­Q3£Ð/ ï2•$ïÝÝï3  ïˆ0  ˆ    ¥˜ ˜The¥schedule¥facilitates¥the¥professional¥growth¥of¥teachers.— — °Q3£Ð/œ/ ÔÜš”(#(# ÜÔ     "­)Ž;"     î ¥îˆ † ˆ ­)Ž;‚0 ˆ0  ˆï2•$ïÝÝï3  ïˆ04(#(#ˆ    Teachers¥have¥time¥to¥plan¥collaboratively¥and¥to¥cooperate¥in¥fostering¥theirÜ ¾Þ Üprofessional¥growth. °)Ž;‚01 ÔÜñæ4(#4(# ÜÔ     "­Q3£"     î ¥îˆ † ˆ ­Q3£(2 ï2•$ïÝÝï3  ïˆ0  ˆ    ˜ ˜The¥schedule¥reflects¥appropriate¥grouping¥practices.— —¥ °Q3£(2u2 ÔÜ4,(#(# ÜÔ     "­)Ž;"     î ¥îˆ † ˆ ­)Ž;:3 ˆ0  ˆï2•$ïÝÝï3  ïˆ04(#(#ˆ    Grouping¥practices¥give¥all¥students¥access¥to¥a¥quality¥curriculum,¥foster¥studentÜ $ Üachievement,¥and¥do¥not¥stigmatize¥students.¥ °)Ž;:3½3 ÔÜ4(#4(# ÜÔ     "­Q3£"     î ¥îˆ † ˆ ­Q3£Õ4 ï2•$ïÝÝï3  ïˆ0  ˆ    ˜ ˜The¥schedule¥gives¥teachers¥a¥teachable¥situation.¥— — °Q3£Õ45 ÔÜrj(#(# ÜÔ     "­)Ž;"     î ¥îˆ † ˆ ­)Ž;é5 ˆ0  ˆï2•$ïÝÝï3  ïˆ04(#(#ˆ    Teachers¥are¥assigned¥to¥their¥area¥of¥specialization.¥Wherever¥possible,¥teacherÜ bZ Üpreferences¥about¥the¥number¥and¥type¥of¥preparations¥and¥room¥assignments¥areÜ NF Ügiven¥consideration.¥¥Classes¥are¥neither¥too¥large¥nor¥excessively¥heterogeneous.¥¥ °)Ž;é56 ÔÜ:24(#4(# ÜÔ     "­Q3£"     î ¥îˆ † ˆ ­Q3£ì7 ï2•$ïÝÝï3  ïˆ0  ˆ    ˜ ˜The¥schedule¥is¥flexible¥and¥learning³oriented.— — °Q3£ì78 ÔÜþä(#(# ÜÔ     "­)Ž; "     î ¥îˆ † ˆ ­)Ž;ò8 ˆ0  ˆï2•$ïÝÝï3  ïˆ04(#(#ˆ    Time¥is¥organized¥according¥to¥learning¥needs,¥instead¥of¥learning¥being¥constrainedÜ Ô³ Üby¥rigid¥time¥frameworks.¥ °)Ž;ò8'9 ÔÜx p 4(#4(# ÜÔ     "­Q3£ "     î ¥îˆ † ˆ ­Q3£G: ï2•$ïÝÝï3  ïˆ0  ˆ    ˜ ˜The¥schedule¥is¥responsive¥to¥the¥needs¥of¥students¥and¥teachers.— — °Q3£G:ä: ÔÜò!ñ"(#(# ÜÔ     "­)Ž; "     î ¥îˆ † ˆ ­)Ž;d; ˆ0  ˆï2•$ïÝÝï3  ïˆ04(#(#ˆ    Sufficient¥time¥is¥provided¥for¥relaxing,¥eating,¥and¥taking¥care¥of¥personal¥needs. °)Ž;d;±; ÔÜæ"å#4(#4(# ÜÔ    ˆ † ˆEach¥of¥these¥attributes¥is¥explained¥below.ˆ  ˆÜ ,$$% ܈ † ˆThe¥first¥general¥observation¥to¥note¥about¥these¥attributes¥is¥that¥many¥of¥them¥contradictÜ Ú%º ' Üeach¥other.¥¥For¥example,¥if¥the¥only¥consideration¥is¥to¥maximize¥learning¥time,¥then¥teachersÜ z&r!( Üwould¥have¥no¥planning¥time.¥¥If¥a¥teachable¥assignment¥reflecting¥teacher¥preferences¥is¥all¥thatÜ f'^") Ümatters,¥then¥many¥teachers¥would¥have¥homogeneous¥classes.¥¥These¥contradictions¥suggest¥thatÜ R(J#* Üthe¥schedule³making¥process¥is¥essentially¥a¥negotiation¥of¥trade³offs,¥with¥the¥˜ ˜goal¥of¥arrivingÜ >)6$+ Üat¥the¥best¥combination¥of¥several¥compromises.— —¥¥Furthermore,¥decisions¥about¥the¥schoolÜ .*&%, Üschedule¥will¥be¥constrained¥by¥state¥regulations.Ü +&- ܈ † ˆThe¥second¥point¥to¥make¥is¥that¥these¥attributes¥are¥operationalized¥in¥a¥somewhatÜ ¥,x'/ Üdifferential¥manner,¥depending¥upon¥school¥level¥and¥type¥of¥schedule.¥¥Elementary¥teachers¥in¥aÜ l-d(0 Üself³contained¥classroom¥and¥middle¥school¥teachers¥with¥a¥block³of³time¥schedule¥can¥makeÜ X.P)1 Ümany¥of¥these¥decisions¥on¥their¥own.¥¥High¥school¥teachers¥coping¥with¥a¥complex¥periodÜ D/<*2 Üschedule¥face¥more¥troublesome¥constraints.Ü  Üí˜ ˜Maximizing¥Instructional¥Time— —Ü í€ ܈ † ˆIn¥examining¥the¥specific¥issues,¥the¥first¥and¥most¥important¥consideration¥is¥that¥theÜ . & Üschedule¥maximizes¥instructional¥time¥and¥reflects¥curricular¥priorities.¥Such¥non³instructionalÜ   Ütime¥as¥study¥and¥homeroom¥periods¥is¥kept¥to¥a¥bare¥minimum.¥¥Elementary¥and¥middle¥schoolÜ  ß Üteachers¥allocate¥time¥to¥the¥several¥subjects¥on¥the¥basis¥of¥the¥school's¥curricular¥priorities,¥notÜ ˜   Ütheir¥own¥preferences.¥This¥guideline¥is¥especially¥significant¥for¥elementary¥mathematics¥andÜ Þ …  Üscience.¥¥The¥research¥in¥general¥suggests¥that¥many¥elementary¥teachers¥give¥relatively¥littleÜ æ å  Ütime¥to¥these¥subjects,¥often¥because¥they¥feel¥poorly¥prepared¥to¥teach¥them.Ü ¦¨  ܈ † ˆTime¥allocations¥within¥a¥subject¥are¥also¥important.¥¥For¥example,¥two¥fifth¥grade¥teachersÜ   Üare¥planning¥their¥language¥arts¥instruction.¥¥One¥gives¥a¥great¥deal¥of¥time¥to¥the¥study¥of¥formalÜ Ÿ  Ügrammar¥and¥slights¥the¥teaching¥of¥writing;¥the¥other¥gives¥no¥time¥to¥the¥teaching¥of¥formalÜ Ý  Ügrammar¥and¥increases¥the¥time¥given¥to¥the¥teaching¥of¥writing.¥The¥results¥their¥studentsÜ †ï  Üachieve¥reflect¥their¥teachersÝÝ¥time¥allocations¥the¥first¥class¥learns¥formal¥grammar¥but¥notÜ éË Ünecessarily¥how¥to¥write;¥the¥second¥class¥learns¥to¥write¥but¥not¥necessarily¥formal¥grammar.Ü «Â ܈ † ˆOnce¥these¥instructional¥allocations¥have¥been¥made,¥administrators¥and¥teachers¥shouldÜ  Ücooperate¥in¥defending¥instructional¥time.¥¥They¥make¥an¥explicit¥contract¥with¥each¥other¥toÜ œ Ükeep¥to¥an¥absolute¥minimum¥such¥intrusive¥behaviors¥as¥calling¥students¥from¥class,¥shorteningÜ ”¾ Üclasses¥because¥of¥special¥assemblies,¥dismissing¥students¥early¥for¥extracurricular¥activities,¥andÜ òñ Üinterrupting¥classes¥with¥messages¥and¥announcements.¥¥While¥teachers¥often¥blameÜ ®² Üadministrators¥for¥such¥practices,¥many¥teachers¥seem¥to¥operate¥on¥this¥principle:¥"No¥classÜ Ó» Üintrusions³³except¥when¥I¥want¥them."¥Ü õö Üí˜ ˜Facilitating¥TeachersÝÝ¥Professional¥Growth— —Ü bZ ܈ † ˆThe¥second¥key¥attribute¥is¥almost¥as¥important¥as¥the¥first.¥¥If¥teachers¥are¥to¥become¥trulyÜ €¹! Üprofessional¥as¥collaborative¥leaders,¥they¥will¥need¥increased¥time¥for¥planning¥and¥professionalÜ ¡ ¬" Ügrowth.¥¥As¥ï ¥ ïLittle¥(1990)¥points¥out,¥in¥many¥schools¥the¥schedule¥is¥made¥without¥reference¥toÜ þ!ä# Üteachers'¥professional¥growth¥needs¥and¥the¥school's¥need¥for¥collaborative¥planning¥for¥schoolÜ Ã"¥$ Üimprovement.¥A¥recent¥study¥of¥teachers'¥working¥conditions¥concluded¥that¥64%¥of¥the¥teachersÜ t#l% Üresponding¥reported¥that¥they¥had¥less¥than¥one¥hour¥each¥day¥of¥preparation¥time¥or¥no¥time¥atÜ `$X& Üall¥ï ¥ ï(Carnegie¥Foundation¥for¥the¥Advancement¥of¥Teaching,¥1990).¥In¥the¥most¥effective¥schools,Ü L%D ' Üspecial¥time¥is¥provided¥so¥that¥teachers¥can¥plan¥collaboratively,¥implement¥peer¥coachingÜ 8&0!( Üprograms,¥undertake¥action¥research,¥and¥collaborate¥with¥the¥principal¥in¥school¥improvementÜ $'") Üprograms.Ü (#* ܈ † ˆSuch¥special¥time¥can¥be¥provided¥byÜ r)j$, ܈ † ˆ "­Q3£ "      ­Q3£P ï2•$ïÝÝï3  ïˆ0  ˆ    combining¥classes¥for¥special¥assembly¥programs; °Q3£P-P ÔÜï*í%.(#(# ÜÔ     "­Q3£ "     ˆ † ˆ ­Q3£¾P ï2•$ïÝÝï3  ïˆ0  ˆ    having¥the¥principal¥and¥the¥assistant¥principal¥substitute¥for¥teachers;¥and °Q3£¾PQ ÔÜ6,.'0(#(# ÜÔ     "­Q3£ "     ˆ † ˆ ­Q3£›Q ï2•$ïÝÝï3  ïˆ0  ˆ    employing¥half³day¥substitutes¥to¥provide¥longer¥periods¥of¥time¥for¥staff¥developmentÜ ù-Æ(2 Üand¥collaborative¥planning.¥¥ °Q3£›Q.R Ôܳ.|)3(#(# ÜÔ    ˆ † ˆObviously,¥all¥these¥are¥compromises¥that¥take¥teachers¥away¥from¥their¥students,¥but¥theÜ  Üpayoff¥seems¥to¥be¥worth¥the¥sacrifices.Ü ™“ Üí˜ ˜Appropriately¥Grouping¥Students— —Ü ü¡ ܈ † ˆThe¥way¥students¥are¥grouped¥for¥learning¥is¥also¥a¥critical¥matter.¥¥Since¥the¥issue¥has¥beenÜ   Üso¥often¥over³simplified¥and¥distorted,¥it¥would¥make¥sense¥to¥clarify¥three¥related¥terms¥beforeÜ  ß Ürecommending¥solutions.Ü ˜   Üî ¥îˆ † ˆ "­Q3£ "      ­Q3£rU ï2•$ïÝÝï3  ïˆ0  ˆ    ˜ ˜Tracking— — °Q3£rUÄU ÔÜT L (#(# ÜÔ     "­)Ž;"     î ¥îˆ † ˆ ­)Ž;6V ˆ0  ˆï2•$ïÝÝï3  ïˆ04(#(#ˆ    Assigning¥students¥to¥a¥stratified¥sequence¥of¥courses¥with¥a¥particular¥post³highÜ D<  Üschool¥focus,¥such¥as¥general,¥vocational,¥or¥college¥preparatory. °)Ž;6V°V ÔÜ0( 4(#4(# ÜÔ     "­Q3£"     î ¥îˆ † ˆ ­Q3£ƒW ï2•$ïÝÝï3  ïˆ0  ˆ    ˜ ˜Between³Class¥Grouping— — °Q3£ƒWX ÔÜâÉ (#(# ÜÔ     "­)Ž;"     î ¥îˆ † ˆ ­)Ž;ÈX ˆ0  ˆï2•$ïÝÝï3  ïˆ04(#(#ˆ    Assigning¥students¥to¥a¥particular¥class¥on¥the¥basis¥of¥the¥studentÝÝs¥achievement¥inÜ ­z  Üthat¥subject.¥¥Thus,¥a¥school¥might¥have¥three¥levels¥of¥mathematics,¥ranked¥by¥abilityÜ nf  Üin¥mathematics. °)Ž;ÈXY ÔÜZR4(#4(# ÜÔ     "­Q3£"     î ¥îˆ † ˆ ­Q3£ÙZ ï2•$ïÝÝï3  ïˆ0  ˆ    ˜ ˜Within³Class¥Grouping— — °Q3£ÙZòZ Ôܹ«(#(# ÜÔ     "­)Ž;"     î ¥îˆ † ˆ ­)Ž;~[ ˆ0  ˆï2•$ïÝÝï3  ïˆ04(#(#ˆ    Assigning¥students¥within¥a¥class¥for¥certain¥instructional¥purposes.¥¥For¥example,Ü ÂÛ Ümost¥elementary¥teachers¥divided¥their¥classes¥into¥three¥reading¥groups. °)Ž;~[è[ ÔÜùÆ4(#4(# ÜÔ    ˆ † ˆAlthough¥many¥educators¥are¥inclined¥to¥make¥the¥sweeping¥generalization¥that¥Ý ÝabilityÜ œ˜ Ügrouping¥is¥completely¥wrong,ÝÝ¥a¥closer¥look¥at¥the¥research¥and¥the¥realities¥of¥teaching¥suggestÜ ¾Þ Üthe¥issue¥is¥more¥complex¥than¥it¥seems.¥¥Display¥6³2¥presents¥a¥summary¥of¥this¥research.Ü ñæ Üñ¡ñî ¥î˜ ˜ñ¡ñï½RX cXXIX;oïî  î§A¥'U)oLxT`dähEoL0xA§ííï#ºIX;oXXRX cø^#ïï½RX cXXIX;oïDisplay¥6³2:Ü   ÜSummary¥of¥Research¥on¥GroupingÜ ¿Ý Üñrñï½R™𧠘XRX cïîë^î— —ï#ºI™°˜ ˜R™ð§@_#ïî ¥É^îí "­Q3£"     ñ'rñ ­Q3£2` ï2•$ïÝÝï3  ïˆ0 4 ˆ    Curriculum¥tracking¥has¥several¥serious¥weaknesses.¥¥It¥results¥in¥the¥stratification¥of¥the¥studentÜ  " Übody¥on¥the¥basis¥of¥social¥class.¥¥It¥often¥results¥in¥the¥delivery¥of¥an¥impoverished¥curriculum¥toÜ ë ®# Ülow³ability¥tracks.¥¥In¥most¥tracking¥systems,¥there¥is¥little¥student¥mobility¥(ï ¥ ïOakes,¥1985). °Q3£2`m` ÔÜâ!É$4±!4±! ÜÔ     "­Q3£"      ­Q3£Tb ï2•$ïÝÝï3  ïˆ0 4 ˆ    Ability¥grouping¥for¥the¥gifted¥seems¥effective,¥especially¥if¥it¥results¥in¥an¥accelerated¥curriculumÜ ü"¡& Ü(ï ¥! ïRogers,¥1991).¥¥ °Q3£Tbªb ÔÜ|#t'4±!4±! ÜÔ     "­Q3£"      ­Q3££c ï2•$ïÝÝï3  ïˆ0 4 ˆ    In¥a¥classroom¥where¥competition¥is¥emphasized,¥the¥presence¥of¥students¥perceived¥as¥havingÜ ¢$û) Ülow¥ability¥is¥a¥source¥of¥motivation¥for¥high¥ability¥students;¥the¥presence¥of¥high¥ability¥studentsÜ f%^ * Üdecreases¥motivation¥for¥low¥ability¥students¥(ï ¥# ïNicholls,¥1979). °Q3££cÜc ÔÜ*&"!+4±!4±! ÜÔ     "­Q3£"      ­Q3£Îe ï2•$ïÝÝï3  ïˆ0 4 ˆ    Classes¥of¥extreme¥heterogeneity¥pose¥special¥problems¥for¥teachers;¥such¥classes¥are¥often¥moreÜ P'H"- Üdifficult¥for¥the¥teacher¥to¥manage¥and¥to¥individualize¥instruction¥(ï ¥% ïEvertson¥&¥Hickman,¥1981). °Q3£Îe²e ÔÜ( #.4±!4±! ÜÔ     "­Q3£"      ­Q3£)g ï2•$ïÝÝï3  ïˆ0 4 ˆ    In¥general,¥heterogeneous¥between³class¥grouping¥seems¥to¥achieve¥better¥cognitive¥and¥affectiveÜ :)2$0 Üresults¥for¥most¥students¥(ï ¥6 ïSlavin,¥1989). °Q3£)gVg ÔÜß)š$14±!4±! ÜÔ     "­Q3£"      ­Q3£Éh ï2•$ïÝÝï3  ïˆ0 4 ˆ    Within³class¥grouping¥(in¥which¥the¥teacher¥groups¥a¥heterogeneous¥class¥into¥smallÜ $+&3 Ühomogeneous¥groups)¥seems¥most¥effective¥in¥teaching¥mathematics.¥¥However,¥in¥teachingÜ +ˆ&4 Übeginning¥reading,¥some¥form¥of¥the¥Joplin¥plan¥(where¥students¥are¥reassigned¥on¥the¥basis¥ofÜ Â,Û'5 Üreading¥ability)¥seems¥most¥effective¥(Slavin,¥1989).ï#ºIX;oX˜I™°å_#ï °Q3£Éháh ÔÜp-h(64±!4±! ÜÔ    ñ¡ññ¡'ñ§A¥'U)¸ô.xT`dE¸ô.0xA§ˆ † ˆÜ ö.Ú)8 ܽ¥¥¥¥¥School¥systems¥that¥are¥trying¥to¥find¥the¥best¥answer¥to¥a¥very¥complicated¥problem¥haveÜ  Üarrived¥at¥several¥compromise¥solutions.¥First,¥they¥minimize¥tracking¥at¥the¥high¥school,Ü ™“ Üproviding¥only¥two¥tracks:¥academic¥and¥tech³prep.¥The¥tech³prep¥program¥emphasizes¥a¥highÜ ˆ¯ Üquality¥program¥in¥the¥core¥subjects¥along¥with¥technical¥education¥for¥students¥who¥aspire¥toÜ í€ Üsuch¥careers.¥Second,¥they¥provide¥an¥accelerated¥curriculum¥for¥the¥most¥gifted,¥who¥areÜ ü¡ Ügrouped¥for¥special¥instruction.¥They¥use¥heterogeneous¥grouping¥as¥a¥basis¥for¥assigningÜ Û þ Üstudents¥to¥classes¥but¥attempt¥to¥reduce¥the¥range¥of¥abilities¥in¥any¥given¥class.Ü Æ Ã ܈ † ˆThis¥set¥of¥decisions¥should¥not¥be¥seen¥as¥the¥best¥answer¥to¥this¥complex¥problem.¥¥ItÜ ˜  Üsuggests¥instead¥that¥faculties¥need¥to¥study¥the¥problem¥very¥carefully¥and¥work¥out¥a¥solutionÜ Þ …  Üthat¥results¥in¥better¥achievement¥without¥stigmatizing¥students¥who¥are¥deficient¥in¥verbal¥orÜ æ å  Ümathematical¥abilities.Ü ¦¨  ܘ ˜íProviding¥a¥Teachable¥Situation— —Ü zr  ܈ † ˆTeachers¥also¥need¥a¥teachable¥situation.¥¥A¥teachable¥situation¥includes¥these¥elements:ï% ¥ ï¥Ü †ï  ܈ † ˆ "­Q3£"      ­Q3£€p ï2•$ïÝÝï3  ïˆ0  ˆ    Class¥size¥is¥manageable. °Q3£€p–p ÔÜ>6(#(# ÜÔ     "­Q3£"     ˆ † ˆ ­Q3£ãq ï2•$ïÝÝï3  ïˆ0  ˆ    The¥ability¥range¥is¥not¥too¥extreme. °Q3£ãqíq ÔÜÊù(#(# ÜÔ     "­Q3£"     ˆ † ˆ ­Q3£zr ï2•$ïÝÝï3  ïˆ0  ˆ    Teachers¥are¥teaching¥in¥the¥area¥for¥which¥they¥have¥prepared. °Q3£zrÒr ÔÜœ(#(# ÜÔ     "­Q3£"     ˆ † ˆ ­Q3£{s ï2•$ïÝÝï3  ïˆ0  ˆ    Teachers¥have¥access¥to¥good¥facilities,¥materials,¥and¥equipment. °Q3£{s«s ÔÜd\(#(# ÜÔ     "­Q3£"     ˆ † ˆ ­Q3£t ï2•$ïÝÝï3  ïˆ0  ˆ    Students¥are¥not¥disruptive. °Q3£tüt ÔÜ®²(#(# ÜÔ    ˆ † ˆThe¥data¥suggest¥that¥the¥profession¥is¥far¥from¥achieving¥that¥desired¥state¥(see¥Display¥6³5).¥Ü (  ÜObviously¥many¥of¥these¥conditions¥result¥from¥starved¥school¥district¥budgetsÝ"Ýa¥situation¥thatÜ   Üis¥not¥easily¥changed.¥¥However,¥principals¥should¥continue¥to¥lobby¥for¥increased¥funding.Ü ¿ ܧA¥'U)£íxT`dE£í0xA§íî ¥îñ¡ñ˜ ˜ñ¡ñï½RX cXXIX;oïî  îDisplay¥6³3:Ü €¹# ÜResults¥of¥Survey¥on¥Teachable¥SituationÜ ¡ ¬$ ÜîZwî— —ï#ºIX;oXXRX c;w#ïî ¥wîíï½I&t@íB¡¯X¡É,ËäXÉî˜ ˜ï½sX cXXIX;oïDisplay¥6³4:Ü ü¡ Ü„  „Types¥of¥CurriculaÜ Û þ Üñ` ¡ñ„  „— —ï#ºIX;oXXsX cÂ#ïï½qX;oXXIX;oïî  îˆ Ô ˆíñr` ñï-  ïï½q™°˜XqX;oïï#ºI™°˜˜q™°ýÐ#ïï½q™°˜˜I™°ï§þ¥pthXT$‰¥~àK »pË¡¡@Ø0¬  K »Eoû K »K »$| ‡ þ§§þ¥pvhXT$‰¥~6F@ pË¡¡@Ø0¬  F@ E¬| F@ F@ ]| †Ñ þ§ï-  ïï#ºqX;oX˜q™°’Ð#ïï#ºIX;oXXqX;o/¨#ïï½qX;oXXIX;oïHˆ õ ˆˆ æ ˆRECOMMENDEDˆ ñ ˆˆ ß ˆˆ * ˆˆ ­ ˆˆ ò ˆˆ 2 ˆWRITTENÜ | t Üï-  ïï½q™°˜XqX;oïï#ºI™°˜˜q™°¯ø#ïï½q™°˜˜I™°ï§þ¥pxhXT$‰¥~\ ttpË¡¡@Ø0¬8 8ttEëv tttt°h êþ§§þ¥pzhXT$‰¥~h»öpË¡¡@Ø0¬Z Z»öEòh »ö»ö¶h @‡þ§ï-  ïï#ºqX;oX˜q™°Ñ¡#ïï#ºIX;oXXqX;oê¡#ïï½qX;oXXIX;oïIÜ h `  Ü„  „DÜ T L  Ü„  „ï-  ïï½q™°˜XqX;oïï#ºI™°˜˜q™°vÓ#ïï½q™°˜˜I™°ï§£¥p|o_[$‰¥~E ÒÓpË¡¡@Ø"0»Ü d ÜÓEá—ÓÓl¬HÏ£§§£¥p~o_[$‰¥~ÂYppË¡¡@Ø"0»Ÿ dŸYpE@YpYpî@•È£§ï-  ïï#ºqX;oX˜q™°ŒÓ#ïï#ºIX;oXXqX;o'Ò#ïï½qX;oXXIX;oïDˆ õ ˆˆ æ ˆˆ š ˆˆ " ˆˆ N ˆˆ z ˆˆ Ï ˆˆ ñ ˆTAUGHTÜ @8  Üï-  ïï½q™°˜XqX;oïï#ºI™°˜˜q™°Þ«#ïï½q™°˜˜I™°ï§þ¥p¥hXT$‰¥~¶=pË¡¡@Ø0¬S S¶=EÅ ,¶=¶=> ,%Ãþ§§£¥p­o_[$‰¥~S „BpË¡¡@Ø"0»Î d΄BEK„B„Bz,g£§ï-  ïï#ºqX;oX˜q™°·µ#ïï#ºIX;oXXqX;o‚µ#ïï½qX;oXXIX;oïEÜ ,$  Ü„  „NÜ   ܈ õ ˆˆ æ ˆˆ š ˆˆ " ˆˆ N ˆˆ z ˆˆ Ï ˆˆ ñ ˆLEARNEDÜ Ÿ  Ü„  „ï-  ïï½q™°˜XqX;oïï#ºI™°˜˜q™°wá#ïï½q™°˜˜I™°ï§£¥p³o_[$‰¥~ý RrpË¡¡@Ø"0»2 d2RrE ÝRrRråݸ£§ï-  ïï#ºqX;oX˜q™°bü#ïï#ºIX;oXXqX;oÛü#ïï½qX;oXXIX;oïíí„  „íˆ õ ˆˆ æ ˆSUPPORTEDˆ z ˆˆ Ï ˆˆ ñ ˆˆ ß ˆˆ * ˆˆ ­ ˆˆ ò ˆˆ 2 ˆASSESSEDÜ «Â Ü._______________________________________________________________Ü Êù ܈ õ ˆˆ æ ˆˆ š ˆˆ " ˆˆ N ˆˆ z ˆˆ Ï ˆ(EXCLUDED)Ü Ô³ ÜííCODE:¥³¥³¥³¥³¥³¥¥Weak¥ï_ïinfluenceˆ ß ˆˆ * ˆˆ ­ ˆˆ ò ˆˆ 2 ˆï_ïÜ PH ܈ õ ˆˆ æ ˆ¥______¥¥Strong¥influenceÜ <4 ܈ õ ˆíï#ºIX;oXXqX;oüÕ#ïˆ õ ˆˆ æ ˆˆ š ˆˆ " ˆˆ N ˆˆ z ˆˆ Ï ˆˆ ñ ˆˆ ß ˆˆ * ˆˆ ­ ˆˆ ò ˆˆ 2 ˆˆ É ˆí§A¥'U)ÿ‹xT`dØØEÿS0xA§Ü ¿ Üíî ¥îˆ õ ˆThe¥recommended¥curriculum¥seems¥to¥have¥little¥influence¥on¥the¥written,¥althoughÜ ì‚ Üdistricts¥seem¥to¥be¥increasingly¥concerned¥with¥state¥standards,¥especially¥if¥they¥areÜ ÈÒ Üaccompanied¥by¥state¥tests.¥¥Also,¥the¥standards¥developed¥by¥the¥National¥Council¥ofÜ ¤ Ä ÜTeachers¥of¥Mathematics¥(1989)¥seem¥to¥have¥had¥a¥significant¥influence¥in¥theÜ ã!Ñ  Üdevelopment¥of¥district¥mathematics¥guides.Ü "w! ܈ õ ˆThe¥written¥curriculum¥seems¥to¥have¥a¥moderate¥influence¥on¥the¥taught¥curriculum.Ü ‡#ô# ÜTeachers¥report¥that¥they¥typically¥check¥the¥district¥guide¥early¥in¥the¥year,¥just¥to¥remindÜ ê$$ Üthemselves¥what¥it¥includes.¥¥However,¥teachers¥are¥much¥more¥influenced¥by¥the¥assessedÜ Õ%± % Ücurriculum,¥especially¥if¥they¥will¥be¥held¥accountable¥for¥students'¥results.¥Students¥areÜ ´&ÿ!& Üsimilarly¥sensitive¥to¥the¥assessed¥curriculum.¥¥Teachers¥are¥perhaps¥most¥sensitive¥to¥theÜ Î'Å"' Ülearned¥curriculum,¥making¥their¥decisions¥on¥the¥basis¥of¥students'¥needs¥as¥they¥perceiveÜ }(u#( Üthem,¥and¥students'¥responses¥to¥the¥taught¥curriculum.¥Ü i)a$) ܈ õ ˆWhile¥conventional¥wisdom¥holds¥that¥teachers¥are¥textbook³driven,¥the¥researchÜ è*Ì%+ Üsuggests¥that¥the¥textbook¥is¥only¥one¥of¥several¥sources¥that¥the¥teacher¥consults¥inÜ á+ø&, Üplanning¥for¥instruction¥(See¥Brown,¥1988.)¥¥Further,¥textbook¥series¥often¥do¥not¥matchÜ £,ý'- ܉ ‰closely¥the¥written¥curriculum,¥since¥they¥are¥developed¥for¥a¥nation³wide¥mass¥market.¥¥Ü ¶-½(. ܈ õ ˆFinally,¥a¥weak¥relationship¥often¥exists¥between¥the¥written¥and¥the¥assessed.¥TypicallyÜ  ܉ ‰the¥assessment¥is¥an¥objective¥test¥that¥samples¥low³level¥learning.Ü ™“ ܈ õ ˆThese¥gaps¥have¥led¥experts¥in¥the¥field¥to¥recommend¥alignment¥processes.¥¥EnglishÜ VN Ü(1992),¥the¥chief¥advocate¥of¥alignment,¥emphasizes¥the¥need¥for¥a¥close¥match¥between¥theÜ B: Ücurriculum¥and¥the¥test.¥¥He¥explains¥that¥alignment¥can¥be¥achieved¥through¥"frontloading"Ü . & Üor¥"backloading."¥¥Frontloading¥means¥developing¥the¥curriculum¥first¥and¥then¥finding¥aÜ   Ütest¥to¥match;¥"backloading"¥means¥developing¥(or¥locating)¥the¥test¥first¥and¥thenÜ  ß Üdeveloping¥a¥curriculum¥to¥match.¥¥Ü ˜  ܈ õ ˆThis¥author¥recommends¥a¥more¥comprehensive¥approach¥that¥involves¥the¥alignmentÜ T L  Üof¥the¥six¥curricula¥that¥are¥most¥important.¥¥The¥alignment¥process¥is¥best¥carried¥out¥at¥theÜ @8  Üschool¥level.¥Even¥though¥a¥district¥or¥regional¥approach¥might¥be¥more¥efficient,¥theÜ ,$  Üschool³based¥process¥results¥in¥a¥greater¥sense¥of¥ownership¥and¥serves¥to¥educate¥theÜ   Üteachers¥about¥the¥details¥of¥the¥new¥curriculum¥guide.Ü Ÿ  Üíî  î˜ ˜Aligning¥the¥Recommended¥and¥the¥Written¥Curricula— —Ü éË ÜîKƒîˆ õ ˆAligning¥the¥recommended¥and¥the¥written¥curricula¥is¥primarily¥the¥responsibility¥ofÜ *" Üthe¥task¥force¥assigned¥to¥develop¥the¥curriculum¥in¥a¥given¥subject¥area.¥¥However,¥theÜ  Üprincipal¥can¥play¥a¥role,¥as¥explained¥below.ˆ ò ˆÜ œ ܈ õ ˆThe¥extent¥to¥which¥the¥recommended¥curriculum¥should¥determine¥the¥writtenÜ d\ Ücurriculum¥varies¥from¥subject¥to¥subject¥and¥from¥state¥to¥state.¥¥Some¥professionalÜ PH Üstandards,¥such¥as¥those¥in¥mathematics,¥seem¥to¥be¥well¥formulated¥and¥widely¥approved;Ü <4 Üthey¥thus¥can¥provide¥a¥useful¥guide¥for¥the¥written¥curriculum.¥¥On¥the¥other¥hand,¥theÜ (  Üstandards¥for¥English¥language¥arts¥(National¥Council¥of¥Teachers¥of¥English¥andÜ   ÜInternational¥Reading¥Association,¥1996)¥have¥been¥widely¥criticized¥for¥being¥too¥vagueÜ ¿ Üand¥excessively¥concerned¥with¥process;¥they¥therefore¥seem¥less¥useful¥to¥local¥developers.¥Ü “Š Üíˆ õ ˆStates¥also¥vary¥in¥the¥extent¥to¥which¥their¥standards¥are¥prescriptive¥and¥their¥requiredÜ : 2! Ütests¥are¥based¥on¥these¥standards.¥If¥the¥state¥issues¥highly¥prescriptive¥standards¥andÜ &!" Üadministers¥tests¥based¥on¥these¥standards,¥obviously¥these¥standards¥should¥be¥consideredÜ " # Üthe¥determining¥factor¥in¥the¥district's¥curriculum.Ü ß"š$ ܈ õ ˆPrincipals¥can¥play¥an¥active¥role¥in¥this¥alignment.¥¥If¥they¥are¥members¥of¥task¥forces,Ü `$X& Üthey¥can¥require¥the¥task¥force¥to¥analyze¥professional¥and¥state¥standards¥and¥determineÜ L%D ' Üwhich¥ones¥should¥be¥used¥in¥the¥district¥guide.¥¥If¥they¥are¥not¥represented¥on¥the¥taskÜ 8&0!( Üforce,¥they¥can¥examine¥the¥products¥to¥assess¥whether¥the¥recommended¥curriculum¥hasÜ $'") Übeen¥given¥sufficient¥attention.Ü (#* Üíî  î˜ ˜Aligning¥the¥Written,¥the¥Supported,¥and¥the¥Assessed— —Ü ï*í%. Üît„îˆ õ ˆThe¥principal¥should¥play¥an¥active¥role¥in¥working¥with¥teachers¥to¥align¥the¥written,Ü 6,.'0 Üthe¥supported,¥and¥the¥assessed¥curricula.¥¥Since¥these¥three¥types¥are¥closely¥related,¥theÜ "-(1 Üalignment¥can¥be¥accomplished¥in¥one¥project.¥¥The¥following¥process¥has¥worked¥wellÜ .)2 Üwith¥several¥school¥systems.Ü œ.˜)3 Üî ¥îˆ õ ˆ(1)ˆ0 æ ˆ˜ ˜Plan¥the¥Project¥— —Üæ(#æ(# Üî ¥cîîˆ õ ˆˆ æ ˆ³³¥ˆ0 š ˆAppoint¥a¥Curriculum¥Alignment¥Committee¥(or¥use¥an¥existing¥committee)¥toÜ ¿Ý Üoversee¥and¥coordinate¥the¥project.¥¥Train¥the¥committee¥in¥the¥alignmentÜ Š† Üprocess¥as¥it¥involves¥these¥three¥types¥of¥curriculum.¥¥The¥alignment¥committeeÜ Üé Üshould¥then¥train¥the¥grade³level¥teams,¥who¥will¥carry¥out¥the¥alignment¥tasksÜ ¹« Üfor¥their¥grade.ܬ Êš (#š (# Üî ¥îˆ õ ˆ(2)¥˜ ˜Focus¥The¥Curriculum¥— —Ü   ܈ õ ˆˆ0 æ ˆ³³ˆ0š æ(#æ(#ˆThe¥grade³level¥teams¥should¥carefully¥analyze¥the¥new¥district¥curriculum¥toÜ œ ˜ Üfocus¥the¥alignment¥process¥on¥the¥˜ ˜mastery¥objectives— —.¥¥As¥the¥term¥is¥usedÜ ¾ Þ  Ühere,¥the¥mastery¥objectives¥are¥those¥that¥meet¥one¥or¥more¥of¥the¥followingÜ … ë  Ücriteria:Üå¼ š (#š (# Ü "­<ir'"      ­<irâ× ˆ0 õ ˆˆ0æõ(#õ(#ˆˆ0š æ(#æ(#ˆï2•$ïÝÝï3  ïˆ0" š (#š (#ˆ    Will¥likely¥be¥tested¥or¥assessed °<irâ×À× ÔÜ¨Ï " (#" (# ÜÔ     "­<ir'"      ­<ir´¯ ˆ0 õ ˆˆ0æõ(#õ(#ˆˆ0š æ(#æ(#ˆï2•$ïÝÝï3  ïˆ0" š (#š (#ˆ    Require¥explicit¥teaching °<ir´¯ñ¯ ÔÜûâ " (#" (# ÜÔ     "­<ir'"      ­<ir¡ô ˆ0 õ ˆˆ0æõ(#õ(#ˆˆ0š æ(#æ(#ˆï2•$ïÝÝï3  ïˆ0" š (#š (#ˆ    Are¥best¥learned¥when¥they¥are¥carefully¥planned °<ir¡ô ô Ôܺ~ " (#" (# ÜÔ     "­<ir'"      ­<irñò ˆ0 õ ˆˆ0æõ(#õ(#ˆˆ0š æ(#æ(#ˆï2•$ïÝÝï3  ïˆ0" š (#š (#ˆ    Are¥essential¥for¥all¥students¥to¥master °<irñòØò ÔÜrj " (#" (# ÜÔ    ˆ0 õ ˆˆ0æõ(#õ(#ˆˆ0š æ(#æ(#ˆThese¥mastery¥objectives¥are¥different¥from¥the¥˜ ˜continuing¥developmentÜ ^V Ü— —objectives¥that¥should¥be¥nurtured¥on¥every¥suitable¥occasion¥and¥not¥taught¥in¥aÜ NF Üspecific¥grade¥level.¥¥Here¥is¥an¥example¥to¥show¥the¥difference.Ü:2š (#š (# Üíˆ õ ˆˆ0 æ ˆˆ0š æ(#æ(#ˆˆ0" š (#š (#ˆˆ0N " (#" (#ˆ˜ ˜˜˜Mastery:— —¥Define¥metaphor.Ü N (#N (# ܈0 õ ˆˆ0æõ(#õ(#ˆˆ0š æ(#æ(#ˆˆ0" š (#š (#ˆˆ N ˆ˜ ˜Continuing¥Development:— —¥Enjoy¥poetry.——Üßš" (#" (# Üíî ¥îˆ0 õ ˆˆ0æõ(#õ(#ˆˆ0š æ(#æ(#ˆMastery¥objectives¥should¥be¥aligned¥with¥tests¥and¥texts;¥continuing¥outcomesÜ …ë Üneed¥not¥be.ˆ Ï ˆ¥The¥complete¥set¥of¥mastery¥objectives¥should¥be¥stored¥in¥aÜ å¼ Ücomputerized¥database,¥organized¥by¥grade¥level¥and¥then¥by¥areas¥within¥thatÜ ¨Ï Üsubject.¥¥Üûâš (#š (# Üî ¥îˆ õ ˆ(3)ˆ0 æ ˆ˜ ˜Analyze¥The¥Tests— —¥¥ÜŸ™æ(#æ(# Üî ¥îˆ õ ˆˆ æ ˆ³³ˆ0 š ˆUsing¥a¥printout¥of¥the¥mastery¥objectives¥for¥their¥grade¥level,¥the¥teams¥shouldÜ “Š Üindicate¥which¥mastery¥objectives¥are¥likely¥to¥be¥tested.¥An¥example¥of¥theÜ ¯Ü Üform¥that¥can¥be¥used¥in¥this¥process¥is¥shown¥in¥Display¥6³5.¥¥In¥determiningÜ € ¹ Üwhich¥of¥the¥mastery¥objectives¥are¥likely¥to¥be¥tested,¥the¥team¥should¥analyzeÜ ¡!¬  Üstate¥tests,¥district¥tests,¥and¥standardized¥norm³referenced¥tests.¥¥They¥need¥notÜ þ"ä! Üanalyze¥teacher³made¥tests¥since¥the¥assumption¥is¥that¥teachers¥will¥test¥whatÜ Ã#¥" Üthey¥have¥taught.¥¥In¥analyzing¥these¥tests,¥the¥team¥can¥use¥descriptions¥of¥testÜ t$l# Ücontent¥and¥tests¥previously¥given¥and¥no¥longer¥confidential.Ü`%X $š (#š (# Üî ¥îˆ õ ˆ(4)ˆ0 æ ˆ˜ ˜Analyze¥The¥Texts— —¥Üå&¼!&æ(#æ(# ܈0 õ ˆˆ0æõ(#õ(#ˆ³³¥ˆ0š æ(#æ(#ˆThe¥next¥step¥is¥to¥determine¥where¥the¥mastery¥objectives¥are¥explained¥in¥theÜ Ó'»"' Ütext.¥¥The¥team¥should¥check¥the¥table¥of¥contents¥and¥the¥index¥of¥the¥textsÜ õ(ö#( Üused,¥noting¥the¥page¥numbers¥where¥the¥topic¥is¥treated.¥¥The¥team¥should¥enterÜ É)­$) Üpage¥numbers¥only¥if¥the¥topic¥is¥treated¥in¥sufficient¥depth.¥¥Textbooks¥oftenÜ v*n%* Ütreat¥topics¥so¥superficially¥that¥the¥text¥is¥of¥little¥value¥to¥teachers¥and¥students.Üb+Z&+š (#š (# ܈ õ ˆˆ æ ˆˆ š ˆˆ " ˆˆ N ˆˆ z ˆˆ Ï ˆˆ ñ ˆˆ ß ˆˆ * ˆˆ ­ ˆˆ ò ˆˆ 2 ˆˆ É ˆˆ ‰ ˆÜ  N,F', ܧA¥'U)ÿ7xT`dò[Eÿ[0xA§Ü  Üñrñ˜ ˜ñ¡ñï½RX cXXIX;oïî  îíDisplay¥6³5:Ü ×ì ÜAlignment¥Form¥ExampleÜ ÌÈ Üîˆî— —ï#ºIX;oXXRX cç#ïíSubject:¥English¥language¥artsˆ ä ˆˆ Ë ˆˆ  ˆGrade:¥9Ü ý ã Üï*e°rddLdd L1r2Ü Ü eïï,( dd ïï,dd ïï,A dd ïï+  ïÜ $½ ½  ³³$ÜMastery¥ObjectivesÜ '‘ ‹ ³³'ÜTestedÜ '‘ ‹" ³³'ÜText:¥˜˜English¥9——Ü ‘ ‹  Üï½I™°˜XIX;oïDefine,¥identify¥metaphorÜ  k c  ³³ÜxÜ 'k c " ³³'Üpp.¥123³126Ü k c  ÜListen¥criticallyÜ  Ì È  ³³ÜÜ 'Ì È" ³³'ÜÜ Ì È ÜWrite¥personal¥narrativeÜ    ³³ÜxÜ ' " ³³'Üpp.¥16³17Ü   ÜHold¥interviewÜ  sk  ³³ÜÜ 'sk " ³³'Üp.¥14ï#ºIX;oX˜I™°L#ïÜ"sk   "Üñ¡ññ¡ñí§A¥'U)ÿ7xT`d´[Eÿ0xA§Ü д  ܈0 † ˆÜ †(#†(# ܈0 † ˆ(5)ˆ0†(#†(#ˆ˜ ˜Evaluate¥The¥Results— —¥Ü|t(#(# Üî ¥îˆ0 † ˆˆ0†(#†(#ˆ³³ˆ04(#(#ˆThe¥alignment¥committee¥should¥review¥all¥the¥work¥of¥the¥teams,¥noting¥anyÜ ld Üproblems¥that¥need¥additional¥work¥and¥producing¥a¥complete¥set¥for¥the¥entireÜ XP Üschool.¥¥This¥complete¥set¥will¥be¥useful¥for¥the¥principal¥and¥supervisors.ÜD<4(#4(# Üî ¥îˆ0 † ˆ(6)ˆ0†(#†(#ˆ˜ ˜Use¥The¥Results— —¥¥ÜÏõ(#(# Üî ¥îˆ0 † ˆˆ0†(#†(#ˆ³³ˆ04(#(#ˆSimply¥competing¥the¥alignment¥charts¥has¥little¥value.¥¥The¥results¥should¥be¥used¥toÜ öÚ Üaccomplish¥two¥tasks.¥¥First,¥as¥noted¥briefly¥below¥and¥explained¥more¥fully¥inÜ ­z ÜHandbook¥10,¥teachers¥should¥use¥the¥list¥of¥mastery¥objectives¥to¥develop¥yearly¥andÜ nf  Üunit¥plans¥that¥ensure¥adequate¥treatment¥of¥all¥the¥mastery¥objectives.¥¥MasteryÜ ZR! Üobjectives¥that¥are¥tested¥should¥receive¥the¥highest¥priority¥in¥planning¥for¥learning;Ü F>" Ümastery¥objectives¥not¥tested¥would¥have¥a¥second¥priority.¥Second,¥the¥team¥shouldÜ 2*# Üinstitute¥plans¥to¥fill¥in¥the¥gaps¥in¥the¥textbook.¥¥They¥can¥order¥supplementaryÜ $ Ümaterials¥or¥write¥their¥own¥materials.Ü %4(#4(# ܈ † ˆˆ  ˆˆ 4 ˆˆ ` ˆˆ Ô ˆˆ ü ˆˆ Š ˆˆ  ˆˆ < ˆˆ h ˆˆ Ë ˆˆ  ˆˆ p ˆˆ é ˆˆ  ˆíî  î˜ ˜Aligning¥the¥Written¥and¥the¥Taught— —˜˜Ü ë"®) Ü——î­—îˆ † ˆThe¥alignment¥charts¥described¥above¥can¥be¥very¥useful¥in¥aligning¥the¥written¥and¥theÜ 0$(+ Ütaught.¥¥Next¥to¥aligning¥the¥taught¥and¥the¥learned,¥this¥is¥probably¥the¥most¥important¥alignmentÜ % , Üof¥all.¥¥Even¥the¥most¥conscientious¥teachers¥will¥need¥help¥in¥ensuring¥that¥they¥are¥effectivelyÜ &!- Üdelivering¥the¥written¥curriculum.¥¥As¥explained¥more¥fully¥in¥Handbook¥7,¥the¥principal¥shouldÜ ™&“!. Ühelp¥teachers¥develop¥yearly¥calendars¥and¥unit¥plans.¥In¥developing¥such¥plans,¥the¥teacherÜ ˆ'¯"/ Üshould¥systematically¥check¥off¥the¥mastery¥objectives¥as¥they¥are¥scheduled¥in¥the¥yearlyÜ í(€#0 Ücalendar¥and¥included¥in¥the¥unit.¥¥When¥the¥principal¥reviews¥these¥plans,¥he¥or¥she¥shouldÜ ü)¡$1 Ücheck¥to¥ensure¥that¥all¥mastery¥objectives¥are¥in¥fact¥included.Ü Û*þ%2 Üí‰ ‰î  î˜ ˜Aligning¥the¥Taught¥and¥the¥Learned— —Ü h-`(6 ÜîoÖîˆ † ˆThe¥final¥and¥perhaps¥most¥important¥type¥of¥alignment¥involves¥the¥taught¥and¥the¥learnedÜ  ܉ ‰curriculum.¥¥While¥teachers¥mistakenly¥assume¥that¥students¥learn¥all¥that¥they¥are¥taught,¥theÜ ™“ Üevidence¥is¥otherwise.¥¥As¥Doyle¥(1986)¥points¥out¥in¥his¥review¥of¥the¥research,¥for¥much¥ofÜ ˆ¯ Üclassroom¥time¥students¥are¥either¥obviously¥off³task¥or¥feigning¥on³task¥behavior,¥only¥dimlyÜ í€ Üaware¥of¥what¥the¥teacher¥is¥trying¥to¥teach.¥¥Ü ü¡ ܈ † ˆThe¥principal¥needs¥to¥help¥the¥teacher¥acquire¥and¥systematically¥apply¥the¥following¥skillsÜ   Üthat¥will¥close¥the¥gap¥between¥the¥taught¥and¥the¥learned.Ü  ß Ü "­Q3£'"     ˆ † ˆ ­Q3£Õœ ï2•$ïÝÝï3  ïˆ0  ˆ    Clarify¥the¥objective. °Q3£Õœ˜œ ÔÜh ` (#(# ÜÔ     "­Q3£("     ˆ † ˆ ­Q3£Îž ï2•$ïÝÝï3  ïˆ0  ˆ    Help¥students¥find¥meaning¥and¥purpose¥in¥learning¥the¥objective. °Q3£Îžæž ÔÜæ å (#(# ÜÔ     "­Q3£)"     ˆ † ˆ ­Q3£äŸ ï2•$ïÝÝï3  ïˆ0  ˆ    Encourage¥students¥to¥ask¥questions. °Q3£äŸêŸ ÔÜ,$ (#(# ÜÔ     "­Q3£*"     ˆ † ˆ ­Q3£zà ï2•$ïÝÝï3  ïˆ0  ˆ    Use¥learning¥strategies¥that¥require¥a¥high¥level¥of¥student¥activity. °Q3£zàÒà ÔÜÚº (#(# ÜÔ     "­Q3£+"     ˆ † ˆ ­Q3£­ß ï2•$ïÝÝï3  ïˆ0  ˆ    Use¥frequent¥quizzing¥to¥monitor¥learning¥and¥maintain¥high¥alertness.¥ °Q3£­ßÈß ÔÜÝ (#(# ÜÔ     "­Q3£,"     ˆ † ˆ ­Q3£ÑØ ï2•$ïÝÝï3  ïˆ0  ˆ    Observe¥for¥verbal¥and¥non³verbal¥signs¥of¥off³task¥behavior. °Q3£Ñ؀ؠÔÜRJ(#(# ÜÔ     "­Q3£-"     ˆ † ˆ ­Q3£É ï2•$ïÝÝï3  ïˆ0  ˆ    Use¥monitoring¥data¥to¥adjust¥instruction. °Q3£ÉÌ ÔÜ «Â(#(# ÜÔ    ˜ ˜ï½I¹lÑÈXIX;oïï*Ñ°3r4dd( dd ( dd A dd A r¡(#¡(#Ñïï,Ldd ïï+  ïÜ  Ü4.ˆ0 @ ˆMONITORIï#ºIX;oXÈI¹lÑy#ïï½I¹lÑÈXIX;oïNG¥THE¥CURRICULUMï#ºIX;oXÈI¹lÑþ#ïï½I¹lÑÈXIX;oïÜ#ld@ù!@ù! #Üï#ºIX;oXÈI¹lÑ•#ï— —íˆ † ˆThe¥monitoring¥of¥the¥curriculum¥involves¥the¥use¥of¥processes¥to¥determine¥to¥what¥extentÜ š” Üthe¥approved¥curriculum¥has¥been¥implemented.¥¥Although¥some¥teachers¥believe¥that¥monitoringÜ ‰ ò Üimplies¥a¥distrust¥of¥teachers,¥it¥can¥be¥done¥in¥a¥highly¥professional¥manner¥that¥enlists¥theÜ ë ® Üteacher¥as¥a¥partner¥in¥ensuring¥that¥the¥written¥curriculum¥is¥delivered.Ü ¼ Ó Üíî  î˜ ˜A¥Practical¥Solution— —Ü ~v  Üîîˆ † ˆOver¥several¥years¥of¥working¥with¥school¥districts¥and¥reviewing¥the¥research,¥GlatthornÜ ˆ¯  Ü(1997)¥has¥developed¥a¥monitoring¥system¥that¥maintains¥the¥advantages¥while¥avoiding¥theÜ í€  Üdrawbacks¥of¥monitoring.¥The¥model¥recommended¥here¥draws¥from¥the¥Glatthorn¥model¥but¥isÜ ü¡  Ümodified¥to¥respond¥to¥the¥special¥context¥of¥North¥Dakota.Ü Ûþ  Üíî  î˜ ˜Establishing¥the¥Antecedent¥Conditions— —Ü h` Üî îˆ † ˆMonitoring¥efforts¥are¥more¥likely¥to¥succeed¥if¥certain¥antecedent¥conditions¥are¥present.¥¥Ü æå Üî ¥îˆ † ˆ "­Q3£."      ­Q3£ ï2•$ïÝÝï3  ïˆ0  ˆ    ˜ ˜Emphasize¥mutual¥accomplishment,¥not¥total¥fidelity.¥¥— — °Q3£3 ÔÜ,$(#(# ÜÔ     "­)Ž;/"     î ¥îˆ † ˆ ­)Ž;¿ ˆ0  ˆï2•$ïÝÝï3  ïˆ04(#(#ˆ    Mutual¥accomplishment¥(first¥identified¥by¥Bird,¥1986)¥is¥a¥type¥of¥implementation¥inÜ  Üwhich¥the¥developers¥of¥an¥innovation¥(the¥district¥curriculum¥workers)¥accomplishÜ  Ütheir¥central¥goal¥of¥changing¥the¥curriculum¥while¥the¥users¥of¥the¥innovationÜ ™“ Ü(classroom¥teachers)¥accomplish¥their¥goals¥of¥influencing¥the¥curriculum¥andÜ ˆ¯ Ümaintaining¥control¥of¥the¥essential¥elements¥of¥classroom¥life.¥¥MutualÜ í€ Üaccomplishment¥is¥a¥win/win¥philosophy¥of¥curriculum¥implementation.¥¥Working¥forÜ ü¡ Ücomplete¥fidelity¥is¥a¥win/lose¥approach:¥administrators¥win¥and¥teachers¥lose. °)Ž;¿E  ÔÜÛþ4(#4(# ÜÔ     "­Q3£/"     î ¥îˆ † ˆ ­Q3£Ñ  ï2•$ïÝÝï3  ïˆ0  ˆ    ˜ ˜Influence¥the¥development¥of¥a¥"teacher³friendly"¥and¥"change³simple"Ü  ß  Ücurriculum.— —¥¥ °Q3£Ñ ¯  ÔÜš ”!(#(# ÜÔ     "­)Ž;0"     ˆ † ˆ ­)Ž;ë  ˆ0  ˆï2•$ïÝÝï3  ïˆ04(#(#ˆ    A¥teacher³friendly¥curriculum¥is¥one¥that¥ °)Ž;ë  Ôܾ!Þ"4(#4(# ÜÔ     "­;áÛ0"     ˆ † ˆ ­;áÛë ˆ0  ˆˆ04(#(#ˆï2•$ï-ï3  ïˆ0` 4(#4(#ˆ    provides¥time¥and¥space¥for¥teacher¥enrichment;¥ °;áÛë ÔÜñ"æ#` (#` (# ÜÔ     "­;áÛ0"     ˆ † ˆ ­;áÛŒ ˆ0  ˆˆ04(#(#ˆï2•$ï-ï3  ïˆ0` 4(#4(#ˆ    is¥in¥an¥easily¥accessible¥form;¥and¥ °;áÛŒ Ôܲ#¦$` (#` (# ÜÔ     "­;áÛ0"     ˆ † ˆ ­;áÛ– ˆ0  ˆˆ04(#(#ˆï2•$ï-ï3  ïˆ0` 4(#4(#ˆ    does¥not¥mandate¥sequence¥or¥teaching¥approach.¥ °;áÛ–* ÔÜ»$¢%` (#` (# ÜÔ     "­)Ž;0"     ˆ † ˆ ­)Ž; ˆ0  ˆï2•$ïÝÝï3  ïˆ04(#(#ˆ    A¥change³simple¥curriculum¥is¥one¥that¥ °)Ž;A ÔÜö%Ú &4(#4(# ÜÔ     "­;áÛ0"     ˆ † ˆ ­;áÛ ˆ0  ˆˆ04(#(#ˆï2•$ï-ï3  ïˆ0` 4(#4(#ˆ    is¥clear:¥terms¥are¥defined¥clearly¥and¥objectives¥are¥specified¥unambiguously; °;áÛ> ÔÜ­&z!'` (#` (# ÜÔ     "­;áÛ0"     ˆ † ˆ ­;áÛ; ˆ0  ˆˆ04(#(#ˆï2•$ï-ï3  ïˆ0` 4(#4(#ˆ    avoids¥excessive¥complexity:¥it¥does¥not¥expect¥the¥teacher¥to¥use¥too¥manyÜ n'f"( Üresources,¥use¥complicated¥technology,¥or¥keep¥too¥many¥elements¥in¥mind;¥and °;áÛ;t ÔÜZ(R#)` (#` (# ÜÔ     "­;áÛ0"     î ¥îˆ † ˆ ­;áÛì ˆ0  ˆˆ04(#(#ˆï2•$ï-ï3  ïˆ0` 4(#4(#ˆ    is¥of¥high¥quality:¥teachers¥respect¥it¥and¥wish¥to¥implement¥it¥(Fullan,¥1991). °;áÛì ÔÜF)>$*` (#` (# ÜÔ     "­Q3£0"     î ¥îˆ † ˆ ­Q3£ ï2•$ïÝÝï3  ïˆ0  ˆ    ˜ ˜Establish¥a¥culture¥that¥values¥continuous¥improvement¥and¥collaboration.— — °Q3£g Ôܬ*Ê%,(#(# ÜÔ     "­)Ž;1"     ˆ † ˆ ­)Ž;? ˆ0  ˆï2•$ïÝÝï3  ïˆ04(#(#ˆ    This¥is¥perhaps¥the¥most¥crucial¥antecedent¥condition.¥¥The¥principal¥should¥takeÜ ù+Æ&- Üleadership¥in¥clarifying¥the¥concept¥of¥continuous¥improvement,¥emphasizing¥its¥roleÜ ³,|'. Üin¥making¥the¥school¥better,¥modeling¥that¥philosophy,¥and¥rewarding¥teachers¥whoÜ p-h(/ Ümanifest¥it.¥¥Teachers¥should¥understand¥that¥curriculum¥development¥is¥an¥ongoingÜ \.T)0 Üprocess,¥not¥a¥single¥event.¥¥ °)Ž;?x ÔÜH/@*14(#4(# ÜÔ     "­)Ž;1"     î ¥îˆ † ˆ ­)Ž;ì ˆ0  ˆï2•$ïÝÝï3  ïˆ04(#(#ˆ    The¥principal¥should¥establish¥the¥importance¥of¥working¥together¥in¥a¥cooperativeÜ  Ümanner,¥establish¥conditions¥that¥support¥collaboration,¥model¥collaboration,¥andÜ ™“ Üreward¥teachers¥who¥cooperate.¥As¥Griffin¥(1988)¥has¥pointed¥out,¥such¥an¥attitude¥isÜ ˆ¯ Üespecially¥crucial¥in¥developing¥a¥supportive¥environment¥for¥curriculum¥change.¥ °)Ž;ì ÔÜí€4(#4(# ÜÔ    ˜˜íî  î——˜ ˜Achieving¥Mutual¥Accomplishment— —Ü Æ Ã ÜîEîˆ † ˆOnce¥those¥antecedent¥conditions¥have¥been¥established,¥principals¥should¥take¥several¥stepsÜ ˜   Üto¥achieve¥mutual¥accomplishment.Ü Þ …  Üî ¥îˆ † ˆ "­Q3£1"      ­Q3£q ï2•$ïÝÝï3  ïˆ0  ˆ    ˜ ˜Ensure¥that¥resources¥are¥available¥in¥a¥timely¥manner.— — °Q3£qõ ÔÜ@8 (#(# ÜÔ     "­)Ž;2"     î ¥îˆ † ˆ ­)Ž;d ˆ0  ˆï2•$ïÝÝï3  ïˆ04(#(#ˆ    Principals¥can¥help¥by¥putting¥pressure¥on¥district¥personnel¥to¥order¥new¥texts¥andÜ 0(  Üother¥materials¥early¥enough¥to¥ensure¥that¥they¥will¥be¥on¥hand¥for¥teachersÝÝ¥use.¥Ü   ÜTeachers¥often¥express¥great¥frustration¥when¥materials¥are¥not¥available. °)Ž;d± ÔÜ 4(#4(# ÜÔ     "­Q3£2"     î ¥îˆ † ˆ ­Q3£m! ï2•$ïÝÝï3  ïˆ0  ˆ    ˜ ˜Provide¥on³going¥staff¥development¥that¥is¥sensitive¥to¥teachers'¥stages¥of¥concern.— — °Q3£m!¼! ÔÜjb (#(# ÜÔ     "­)Ž;3"     î ¥îˆ † ˆ ­)Ž;ÿ" ˆ0  ˆï2•$ïÝÝï3  ïˆ04(#(#ˆ    While¥the¥district¥is¥primarily¥responsible¥for¥providing¥the¥basic¥staff¥developmentÜ ZR Ürequired¥by¥the¥new¥curriculum,¥the¥principal¥should¥also¥take¥the¥initiative¥inÜ F> Üensuring¥that¥teachers¥have¥time¥to¥meet¥together¥to¥exchange¥ideas,¥share¥strategies,Ü 2* Üand¥solve¥common¥problems.¥¥Here¥the¥research¥on¥teachers'¥stages¥of¥concern¥shouldÜ  Übe¥useful.¥¥(See¥Loucks³Horsley¥and¥Stiegelbauer,¥1991.)¥In¥the¥early¥stages¥ofÜ   Üdeveloping¥a¥curriculum,¥teachers¥simply¥want¥to¥be¥kept¥informed.¥Their¥concernsÜ š” Ülater¥shift¥to¥personal¥issues:¥how¥will¥the¥new¥curriculum¥affect¥me?¥¥Only¥in¥laterÜ ‰ò Üstages¥will¥they¥ask¥questions¥about¥its¥impact¥on¥student¥learning. °)Ž;ÿ"" ÔÜë®4(#4(# ÜÔ     "­Q3£3"     î ¥îˆ † ˆ ­Q3£Á& ï2•$ïÝÝï3  ïˆ0  ˆ    ˜ ˜Help¥teachers¥translate¥the¥district¥guide¥into¥long³term¥plans.— — °Q3£Á&”& ÔÜ0((#(# ÜÔ     "­)Ž;4"     ˆ † ˆ ­)Ž;¸' ˆ0  ˆï2•$ïÝÝï3  ïˆ04(#(#ˆ    As¥explained¥more¥fully¥in¥Handbooks¥9¥and¥10,¥long³term¥planning¥calendars¥andÜ   Üunits¥of¥study¥enable¥the¥teachers¥to¥translate¥the¥district¥guide¥into¥planningÜ   Üdocuments¥that¥teachers¥can¥use¥as¥they¥plan¥for¥instruction.¥¥The¥district¥guide¥byÜ ¿Ý Üitself¥is¥not¥sufficient¥as¥a¥guide¥to¥such¥planning;¥this¥additional¥work¥is¥necessary.¥Ü Š† ÜOnce¥teachers¥have¥developed¥long³term¥and¥unit¥plans,¥the¥principal¥can¥confer¥withÜ Üé  Üthem¥in¥a¥climate¥of¥dialog.¥¥These¥questions¥can¥be¥raised: °)Ž;¸'š' Ôܹ «!4(#4(# ÜÔ     "­;áÛ4"     ˆ † ˆ ­;áÛ¯* ˆ0  ˆˆ04(#(#ˆï2•$ï-ï3  ïˆ0` 4(#4(#ˆ    Have¥all¥the¥mastery¥objectives¥been¥suitably¥emphasized? °;áÛ¯*+ Ôܬ!Ê"` (#` (# ÜÔ     "­;áÛ4"     ˆ † ˆ ­;áÛ¿+ ˆ0  ˆˆ04(#(#ˆï2•$ï-ï3  ïˆ0` 4(#4(#ˆ    Do¥time¥allocations¥reflect¥curricular¥priorities? °;áÛ¿+1, ÔÜä"Ô#` (#` (# ÜÔ     "­;áÛ4"     î ¥îˆ † ˆ ­;áÛ- ˆ0  ˆˆ04(#(#ˆï2•$ï-ï3  ïˆ0` 4(#4(#ˆ    Is¥the¥sequence¥one¥that¥will¥likely¥lead¥to¥mastery? °;áÛ-^- ÔÜ¥#x$` (#` (# ÜÔ     "­Q3£4"     î ¥îˆ † ˆ ­Q3£A. ï2•$ïÝÝï3  ïˆ0  ˆ    ˜ ˜Make¥several¥informal¥observations.— — °Q3£A.Ú. Ô܉$ò&(#(# ÜÔ     "­)Ž;5"     ˆ † ˆ ­)Ž;@/ ˆ0  ˆï2•$ïÝÝï3  ïˆ04(#(#ˆ    Informal¥observations¥are¥brief¥"drop³in"¥visits¥to¥classrooms¥lasting¥only¥5³10Ü ñ%æ ' Üminutes.¥¥(See¥Glatthorn,¥1990).¥¥In¥this¥brief¥period¥of¥time¥the¥principal¥can¥observeÜ ²&¦!( Üto¥what¥extent¥the¥district¥curriculum¥is¥being¥implemented¥or¥enriched.¥¥If¥three¥suchÜ »'¢") Üinformal¥observations¥indicate¥that¥the¥teacher¥is¥spending¥too¥much¥time¥on¥unrelatedÜ ö(Ú#* Ücurriculum¥issues,¥the¥principal¥can¥inquire¥in¥a¥constructive¥manner¥about¥theÜ ­)z$+ Üteacher's¥rationale¥for¥seeming¥to¥deviate¥from¥the¥curriculum. °)Ž;@/y/ ÔÜn*f%,4(#4(# ÜÔ     "­)Ž;5"     î ¥îˆ † ˆ ­)Ž;b2 ˆ0  ˆï2•$ïÝÝï3  ïˆ04(#(#ˆ    The¥informal¥observations¥should¥not¥be¥used¥to¥evaluate¥teachers.¥¥Instead,¥they¥areÜ Z+R&- Üan¥effective¥monitoring¥strategy.¥¥They¥also¥serve¥as¥a¥means¥of¥giving¥the¥teacherÜ F,>'. Ümerited¥and¥timely¥praise³³or¥as¥a¥"distant¥early¥warning"¥system¥of¥problems¥thatÜ 2-*(/ Ümay¥need¥systematic¥attention. °)Ž;b2ø2 ÔÜ.)04(#4(# ÜÔ     "­Q3£5"     î ¥îˆ † ˆ ­Q3££4 ï2•$ïÝÝï3  ïˆ0  ˆ    ˜ ˜Cheer¥for¥the¥curriculum.— — °Q3££4Ý4 ÔÜ(#(# ÜÔ     "­)Ž;6"     î ¥îˆ † ˆ ­)Ž;ù5 ˆ0  ˆï2•$ïÝÝï3  ïˆ04(#(#ˆ    The¥principal¥can¥serve¥as¥a¥cheerleader¥for¥the¥new¥curriculum¥and¥remindingÜ ¿Ý Üteachers¥of¥the¥need¥for¥effective¥implementation. °)Ž;ù5Œ5 ÔÜŠ†4(#4(# ÜÔ     "­Q3£6"     î ¥îˆ † ˆ ­Q3£7 ï2•$ïÝÝï3  ïˆ0  ˆ    ˜ ˜Analyze¥test¥scores¥with¥teachers.— —¥ °Q3£7c7 ÔÜF>(#(# ÜÔ     "­)Ž;7"     ˆ † ˆ ­)Ž;8 ˆ0  ˆï2•$ïÝÝï3  ïˆ04(#(#ˆ    While¥teachers¥should¥not¥be¥held¥totally¥accountable¥for¥students'¥test¥results,¥theyÜ 6 . Üshould¥cooperate¥with¥the¥principal¥in¥examining¥school³wide¥and¥classroom³specificÜ "  Üresults¥with¥an¥analytical¥perspective.¥¥This¥analysis¥should¥be¥carried¥out¥in¥anÜ   Üatmosphere¥of¥problem¥solving,¥not¥blaming¥or¥scapegoating.¥¥The¥principal¥andÜ œ ˜ Üteachers¥should¥systematically¥examine¥the¥following¥issues. °)Ž;8N8 Ôܾ Þ 4(#4(# ÜÔ     "­;áÛ7"     ˆ † ˆ ­;áÛ€: ˆ0  ˆˆ04(#(#ˆï2•$ï-ï3  ïˆ0` 4(#4(#ˆ    Was¥the¥test¥congruent¥with¥the¥curriculum? °;áÛ€:à: ÔÜñ æ ` (#` (# ÜÔ     "­;áÛ7"     ˆ † ˆ ­;áÛ…; ˆ0  ˆˆ04(#(#ˆï2•$ï-ï3  ïˆ0` 4(#4(#ˆ    Were¥the¥texts¥and¥other¥instructional¥materials¥congruent¥with¥the¥curriculum? °;áÛ…;< Ôܲ¦ ` (#` (# ÜÔ     "­;áÛ7"     ˆ † ˆ ­;áÛ = ˆ0  ˆˆ04(#(#ˆï2•$ï-ï3  ïˆ0` 4(#4(#ˆ    Was¥sufficient¥time¥devoted¥to¥the¥content¥included¥in¥the¥test? °;áÛ =E= ÔÜ»¢ ` (#` (# ÜÔ     "­;áÛ7"     ˆ † ˆ ­;áÛ3> ˆ0  ˆˆ04(#(#ˆï2•$ï-ï3  ïˆ0` 4(#4(#ˆ    Were¥students¥motivated¥to¥master¥the¥curriculum¥and¥perform¥well¥on¥the¥test? °;áÛ3>l> ÔÜöÚ ` (#` (# ÜÔ     "­;áÛ7"     ˆ † ˆ ­;áÛh? ˆ0  ˆˆ04(#(#ˆï2•$ï-ï3  ïˆ0` 4(#4(#ˆ    Did¥parents¥provide¥a¥supportive¥learning¥environment¥at¥home¥and¥emphasize¥theÜ ­z  Üimportance¥of¥the¥tests? °;áÛh?Á? ÔÜnf ` (#` (# ÜÔ     "­;áÛ7"     ˆ † ˆ ­;áÛè@ ˆ0  ˆˆ04(#(#ˆï2•$ï-ï3  ïˆ0` 4(#4(#ˆ    Did¥teachers¥use¥effective¥instructional¥approaches? °;áÛè@A ÔÜZR` (#` (# ÜÔ     "­;áÛ7"     ˆ † ˆ ­;áÛ¾A ˆ0  ˆˆ04(#(#ˆï2•$ï-ï3  ïˆ0` 4(#4(#ˆ    Was¥the¥curriculum¥itself¥of¥high¥quality? °;áÛ¾AB ÔÜF>` (#` (# ÜÔ     "­;áÛ7"     î ¥îˆ † ˆ ­;áÛÖB ˆ0  ˆˆ04(#(#ˆï2•$ï-ï3  ïˆ0` 4(#4(#ˆ    Which¥groups¥of¥students¥performed¥below¥expectations?¥Do¥they¥need¥additionalÜ 2* Ütime,¥more¥varied¥materials,¥or¥diversified¥teaching/learning¥activities? °;áÛÖBDC ÔÜ` (#` (# ÜÔ    ˆ † ˆ.Ü ¥x Üî  î˜ ˜A¥Concluding¥Note— —Ü ‰ò ÜîËDîˆ † ˆAny¥monitoring¥system¥that¥balances¥the¥need¥for¥district¥curriculum¥coordination¥with¥theÜ D< Üteachers'¥need¥for¥a¥measure¥of¥autonomy¥can¥be¥effective¥if¥it¥is¥implemented¥in¥a¥climate¥thatÜ 0( Üsupports¥continuous¥improvement¥and¥collegiality.¥¥The¥system¥described¥above¥has¥workedÜ  Üeffectively¥for¥many¥school¥systems¥and¥schools,¥but¥principals¥and¥teachers¥are¥stronglyÜ  Üencouraged¥to¥develop¥their¥own¥model.Ü  ™“ ܘ ˜ï½I¹lÑÈXIX;oïï*e°9r:ddLdd L3r4¡(#¡(#eïï,Ldd ïï+  ïÜ  Ü5.ˆ0 @ ˆDISCHARGï#ºIX;oXÈI¹lÑG#ïï½I¹lÑÈXIX;oïING¥OTHER¥FUNCTIONSï#ºIX;oXÈI¹lÑH#ïï½I¹lÑÈXIX;oïÜ#ld@ù!@ù! #Üï#ºIX;oXÈI¹lÑcH#ï— —íˆ † ˆThe¥leadership¥team¥needs¥to¥be¥aware¥of¥other¥functions¥as¥well.¥¥As¥explained¥in¥HandbookÜ š” Ü3,¥the¥principal¥should¥provide¥leadership¥in¥helping¥the¥teachers¥evaluate¥the¥curriculum¥as¥it¥isÜ ‰ ò Übeing¥pilot¥tested¥and¥implemented.¥The¥all³important¥issues,¥of¥course,¥are¥these:¥Ü ë ® ܈ † ˆ "­Q3£7"      ­Q3£5J ï2•$ïÝÝï3  ïˆ0  ˆ    Are¥students¥learning¥at¥the¥level¥expected?¥ °Q3£5JbJ ÔÜ0 ((#(# ÜÔ     "­Q3£8"     ˆ † ˆ ­Q3£K ï2•$ïÝÝï3  ïˆ0  ˆ    Are¥they¥developing¥positive¥attitudes¥about¥the¥subject? °Q3£KQK ÔÜâ É (#(# ÜÔ    ˆ † ˆFinally,¥the¥principal¥needs¥to¥provide¥leadership¥in¥helping¥the¥teachers¥accomplish¥theirÜ ™“  Üclassroom¥responsibilities,¥as¥explained¥in¥Handbook¥7.Ü  ˆ¯  ܘ ˜ï½I¹lÑÈXIX;oïï*e°>r?ddLdd L9r:¡(#¡(#eïï,Ldd ïï+  ïÜ  Üï#ºIX;oXÈI¹lÑÞL#ïï½I¹lÑÈXIX;oïREFERENCESÜ ld Üï#ºIX;oXÈI¹lÑM#ï— —íˆ0 † ˆˆ ¡ ˆAnderson,¥L.¥W.¥(1983).¥Policy¥implications¥of¥research¥on¥school¥time.¥˜˜School¥Administrator,Ü š” Ü40,——¥25³28.܉ ò†(#†(# ܈0 † ˆˆ ¡ ˆBird,¥T.¥(1986).¥Mutual¥adaptation¥and¥mutual¥accomplishment:¥Images¥of¥change¥in¥a¥fieldÜ D < Üexperiment.¥In¥A.¥Lieberman¥(Ed.),¥˜˜Re³Thinking¥School¥Improvement:¥Research,¥Craft,¥andÜ 0 ( ÜConcept——¥(pp.¥45³60).¥Alexandria,¥VA:¥Association¥for¥Supervision¥and¥CurriculumÜ   ÜDevelopment.Ü †(#†(# ܈0 † ˆˆ ¡ ˆBrown,¥D.¥S.¥(1988).¥Twelve¥middle³school¥teachers'¥planning.¥˜˜Elementary¥School¥Journal——,¥˜˜89——,Ü jb  Ü69³87.¥ÜVN †(#†(# ܈0 † ˆˆ ¡ ˆCarnegie¥Foundation¥for¥the¥Advancement¥of¥Teaching.¥(1990).¥˜˜The¥Condition¥of¥Teaching:¥AÜ ü¡  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ˆDoyle,¥W.¥(1986).¥Classroom¥organization¥and¥management.¥¥In¥M.¥C.¥Wittrock¥(Ed.),¥˜˜HandbookÜ Ô³  Üof¥Research¥on¥Teaching——¥(3rd¥ed.)¥(pp.¥392³431).New¥York:¥Macmillan.Üx p!†(#†(# ܈0 † ˆˆ ¡ ˆEvertson,¥C.¥M.¥&¥Hickman,¥R.¥C.¥(1981).˜˜¥The¥Tasks¥of¥Teaching¥Classes¥of¥Varied¥GroupÜ ò!ñ# ÜComposition——˜˜.——¥Austin,¥TX:¥Research¥and¥Development¥Center¥for¥Teacher¥Education,Ü ®"²$ ÜUniversity¥of¥Texas.ˆ¥(#(#K(#†(#†(#ˆÃÜ Ó#»% ܈0 † ˆˆ ¡ ˆEnglish,¥F.¥W.¥(1992).¥˜˜Deciding¥What¥to¥Teach¥and¥Test:¥Developing,¥Aligning,¥and¥Auditing¥theÜ % ' ÜCurriculum.——¥¥Thousand¥Oaks,¥CA:¥Corwin.Ü&¿ (†(#†(# ܈0 † ˆˆ ¡ ˆFullan,¥M.¥G.¥(1991).¥˜˜The¥New¥Meaning¥of¥Educational¥Change.——¥¥New¥York:¥Teachers¥CollegeÜ b'Z"* ÜPress.ÜN(F#+†(#†(# ܈0 † ˆˆ ¡ ˆGlatthorn,¥A.¥A.¥(1990).¥˜˜Supervisory¥Leadership.——¥¥New¥York:¥HarperCollins.Ü¡)¬$-†(#†(# ܈0 † ˆˆ ¡ ˆGlatthorn,¥A.¥A.¥(1986).¥How¥does¥the¥school¥schedule¥affect¥the¥curriculum?¥¥In¥H.¥J.¥WalbergÜ + &/ 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ÜSchool¥Mathematics.¥¥——Reston,¥VA:¥Author.Üòñ†(#†(# ܈0 † ˆˆ ¡ ˆNicholls,¥J.¥(1979).¥Quality¥and¥equality¥in¥intellectual¥development:¥The¥role¥of¥motivation¥inÜ <4 Üeducation.¥¥˜˜American¥Psychologist,¥34——,¥1071³1084.ˆ¥(#(#K(#†(#†(#ˆÃÜ (  ܈0 † ˆˆ ¡ ˆOakes,¥J.¥(1985).¥˜˜Keeping¥Track:¥How¥Schools¥Structure¥Inequality——.¥New¥Haven,¥CT:¥YaleÜ É­ ÜUniversity¥Press.ˆ¥(#(#K(#†(#†(#ˆÃÜ vn ܈0 † ˆˆ ¡ ˆRogers,¥K.¥B.¥¥(1991).¥˜˜The¥Relationship¥of¥Grouping¥Practices¥to¥the¥Education¥of¥the¥Gifted¥andÜ ¯Ü! ÜTalented¥Learner——.¥Storrs,¥CT:¥National¥Research¥Center¥on¥the¥Gifted¥and¥Talented,Ü €¹" ÜUniversity¥of¥Connecticut.ˆ¥(#(#K(#†(#†(#ˆÃÜ ¡ ¬# ܈0 † ˆˆ ¡ ˆSlavin,¥R.¥E.¥(1989).¥Grouping¥for¥instruction¥in¥the¥elementary¥school.¥In¥R.¥E.¥Slavin¥(Ed.),Ü " % ܘ˜School¥and¥Classroom¥Organization——.¥¥Hillsdale,¥NJ:¥Erlbaum.ˆ¥(#(#K(#†(#†(#ˆÃÜ ß"š& ܈0 † ˆˆ ¡ ˆWalberg,¥H.¥J.¥(1995).¥Generic¥practices.¥¥In¥G.¥Cawelti¥(Ed.),¥˜˜Handbook¥of¥Research¥onÜ `$X( ÜImproving¥Student¥Achievement——¥(pp.¥7³20.¥¥Arlington,¥VA:¥Educational¥Research¥Service.ÜL%D )†(#†(# ܈ † ˆˆ  ˆˆ 4 ˆˆ ` ˆˆ Ô ˆˆ ü ˆˆ Š ˆˆ  ˆˆ < ˆˆ h ˆˆ Ë ˆˆ  ˆˆ p ˆˆ é ˆˆ  ˆíííˆ † ˆˆ  ˆˆ 4 ˆˆ ` ˆˆ Ô ˆˆ ü ˆˆ Š ˆˆ  ˆˆ < ˆˆ h ˆˆ Ë ˆ