Curriculum Map:

Closing Learning Gaps at GlenOak High School

Staff will have an
understanding of

1.
2.
3.
4.

Student mastery of standards

Instructional strategies to remediate and/or enrich
Culturally responsive instruction
MasteryConnect test creation and data reports

Essential Questions

1. What is a goal and why is it important to create goals?

2. How does power influence curriculum?
3. How can we use data to reveal strengths/weaknesses/trends in our
instruction?
4. How can education be the great equalizer? Is it in my classroom?

Objectives

1.
2.
3.
4.

Activities

1. Weekly participation in Department PLCs

2. Quarterly participation in district in-service
3. Weekly reflection of practices

Resources

1. MasteryConnect (Certica question bank, standards tracking, data

warehouse, reports)
2. Content provided by building principals
3. Intellectual capital in department
4. Collaboration with team
5. Social Justice Presentations
6. Ruby Paynes Voices
7. John Hatties Best Practices

Assessment Strategies

1. Creation of Common Pre-Assessment on MasteryConnect

2. Creation of Common Post-Assessment on MasteryConnect
3. Creation of Data Reports on: Standards (Mastery, Near Mastery,
Remediation)
4. Creation of Data Reports on: District AMO subgroups
(African-American, Economically Disadvantaged, Special
Education
5. Completion of Data Protocol Worksheet
6. Self-Assessment

Strengths

1.
2.
3.
4.
5.
6.

What do we want our students to know?

How do we know if they have mastered the standards?
What do we do if they have not?
What do we do if they have?

Essential questions are guiding every conversation

Structured and focused time to collaborate and reflect
Clear articulation of district expectations
Increased awareness of socially just instructional practices
Access to rigorous test questions
Convenient and accessible data tracking

Weaknesses

1. PLC process may be clunky and feel contrived to staff

2. MasteryConnect does not deliver all of the AMO information
required
3. District mandates feel like busy-work to staff
4. Staff say that PLC time is more about sharing district expectations
and less about team collaboration
5. Process is too rigid and does not equally apply to all content areas

First Quarter Plan

August In-Service

1. MasteryConnect (MC) Training (provided

by MasteryConnect Trainers)
2. Social Justice Introduction
3. State report card, gap closing explanation

PLC 1: September 12

1. PLC Introduction
2. Creating Common Pre and
Post-Assessments

PLC 2: September 19

1. Making an Assessment in MC
2. Pulling AMO data in MC

PLC 3: September 26

1. PLC Powerpoint
2. Data Protocol Worksheet
3. Best Instructional Practices presented by
teachers

PLC 4: October 3

1. Transgender Legal Updates

PLC 5: October 17

1. Grading Updates (timeline, formative and

summative assessments)

PLC 6: October 24

1. Team Collaboration Time

2. Grading Time (Last day of first quarter)

October In-Service

1. Review MC Data Reports in Content

Teams
2. Social Justice Presentation
3. John Hatties Best Practices

PLC 7: October 31

1. First Quarter Reflection (see

self-assessment below)
2. Ruby Paynes Voices
3. Pre and Post-Assessment Survey

PLC 8: November 6

1. How Poverty Impacts Learning

Self-Assessment and Rubric

Please complete this self-assessment quarterly and reflect on areas of strength, development, and need.
Although this is a private survey that will not be shared, please be prepared to discuss some of your
observations with your content team PLCs.
I will have an understanding of:
1.
2.
3.
4.

What a goal is and why is it important to create goals.

How power influences curriculum.
How I can use data to reveal my strengths/weaknesses/trends in instruction?
How education be the great equalizer in my classroom.

Goals
Needs Remediation

Nearing Mastery

Mastery

1. What am I trying to

My instructional goals are still

I have defined goals for my

I have clearly defined goals for

accomplish with my

unclear to me and I am not

instruction, but they are not

my instruction that are clearly

students?

sure if they align with my

articulated to my students.

articulated to them. They are

What are my short-term goals?

content standards or my daily

They are not available for

available online and are current.

long-term goals?

instruction.

students to see.

2. What essential

I have not created essential

I share essential questions

I share essential questions at

questions do I want my

questions for my units.

at the beginning of every

the beginning of every unit that

students to explore?

unit, but we do not discuss

encourages my students to

Instead of thinking about my

them as a class nor do we

approach content with a more

teaching in terms of goals and

circle back to them.

global view of the information.

objectives, how can I design

Students may not know

The essential questions are

core, essential questions to

what they are or how they

always clearly posted and we

tie in to our content.

refer back to them often.

Where do these goals come

from? Are they helpful to
someone living in a 21st century
world?
Do these goals suggest the
ways that my students will differ
at the end of my teaching them
from when I began teaching
them?

promote inquiry among my

students? What questions
should be the starting points for

my teaching during the year?

Instructional Strategies
Needs Remediation

Nearing Mastery

Mastery

1. How do I know when my

I have different ideas about

I have a clear

I have a clear understanding of

students have accomplished

what mastery is depending on

understanding of my

my expectations for students

goals?

which group of students I am

expectations for students

reaching goals. I encourage

What are the best ways for me

teaching. I create the

reaching goals and I create

students to demonstrate

to determine whether my

assessment and do not allow

one the assessment for all

mastery of goals in multiple

students have accomplished my

additional opportunities for

students.

ways and allow students to

goals? What types of student

students to show mastery.

continue to demonstrate

work will best demonstrate

mastery if they need additional

success? Student

opportunities.

performances? Behaviors? Use

and application of skills?

2. How do I get feedback

All of my assessments are

I use formative

I use formative assessments

from my students on how

summative and if my students

assessments a few times a

every day to assess my

well they are doing? How do

do not demonstrate mastery of

week to assess my

students level of mastery of

I use feedback to improve

standards, it is their

students level of mastery

content standards. I adjust my

student learning?

responsibility to review the

of content standards. I do

instruction based upon these

What types of student work

material on their own.

not necessarily alter my

results.

demonstrates progress on the

instruction based upon the

part of my students? How can I

results.

provide constructive feedback

so that students improve on
what they do over time?

3. What are the primary, core

I exclusively use

I primarily use

I use a variety of instructional

types of instructional

teacher-centered instruction,

teacher-centered,

strategies and tailor my

strategies that I use

lecture-based instruction. I do

lecture-based instruction in

strategies to my students needs

regularly?

not use technology in lesson

all of my classes. My

based on formative

Are these effective? ?

delivery.

students are familiar with

assessments. I consider

Engaging? Culturally

the routine and they know

multiple perspectives when

responsive? Why do I use

that each class will be the

creating my lessons and I

same agenda. I will

incorporate culturally responsive

occasionally use

strategies. I incorporate

these? Do they work?

technology in my lesson

technology on a regular basis in

delivery.

my lesson delivery.

4. How do I customize and

I tend to teach the way I learn

I employ some culturally

I employ culturally responsive

individualize learning for my

and I do not vary my methods

responsive strategies if

strategies to ensure that I am

students?

for my students. I prefer to do

they conveniently fit on the

respectful to my students and

What can I do to help EVERY

what I am best at and teach to

content I am covering. I am

respecting their individual

student achieve my goals?

my strengths.

responsible for dispensing

differences. I recognize that my

knowledge to my students.

students possess valuable

What can I do better to make

this happen?

knowledge and skills.

5. How will I work on my

I have a good instructional

I am self-reflective and

I am self-reflective and

teaching in order to improve

strategies developed and I do

participate in regular PD. I

participate in regular PD. I

what I do?

not tend to alter them based

engage in collaboration

engage in meaningful

What opportunities are there for

upon new PD or collaboration.

with my colleagues but I do

collaboration with my colleagues

improvement? What resources

not always adjust my

and I am always looking for

do I use? How do I collaborate

strategies.

ways to improve my teaching.

with others?

Culturally Responsive Pedagogy

Needs Remediation

Nearing Mastery

Mastery

1. What are my beliefs about

I believe that some students

I believe that all students

I believe that all students can

how students learn?

will not be able to learn what I

can learn if they want to. I

learn and have the right to

How current are my beliefs?Are

am teaching. There will always

present information, but

interesting, rigorous curriculum

they based on research? my

be some Fs in my class for the

they have to be willing to

that will challenge them.

own opinions and ideas? How

students who either cannot

learn it.

do my beliefs influence the way

learn or choose not to learn.

I teach?

2. How do I create a positive

I believe that positive

I enjoy building

I believe that building positive

climate for learning?

relationships are nice, but not

relationships with my

relationships is the foundation of

How do I build strong, positive

necessary for learning to

students, but it is hard to

good instruction. I greet each of

relationships with ALL of my

happen. I know very little about

get to know each one on a

my students every day and talk

students? Engage and motivate

my students lives outside of

personal level. I support

to each one of them daily. I

ALL of my students to learn?

school.

the students who seek me

believe in my students even

out for extra help, but I am

when they dont believe in

not able to deliver it to

themselves. Failure is not an

Inspire ALL of my students to

continue their learning after they

leave me?

everyone.

option in my class and we do

WHATEVER IT TAKES.

3. What are the primary, core

I exclusively use

I use mostly

I use student-centered learning

types of instructional

teacher-centered instruction

teacher-centered learning,

and technology on a regular

strategies that I use

and believe that my students

but occasionally, I will

basis. I adjust my strategies

regularly?

are vessels for my to fill with

incorporate some group

depending on my students

Are these effective? ?

knowledge.

work.

needs.

4. How do I customize and

I do not individualize learning. I

I generally observe the

I use interest and learning

individualize learning for my

teach my students that they

reactions of my students in

surveys, exits tickets,

students?

must create their own ways for

class and talk with them to

observation, conversation, and

What can I do to help EVERY

learning what I teach.

determine how I can

formative assessments to create

student achieve my goals?

individualize learning for

meaningful, relevant lessons.

What can I do better to make

them.

Engaging? Culturally
responsive? Why do I use
these? Do they work?

this happen?

Assessment Data
Needs Remediation

Nearing Mastery

2. How do I get feedback

All of my assessments are

I use formative

I use formative assessments

from my students on how

summative and if my students

assessments a few times a

every day to assess my

well they are doing? How do

do not demonstrate mastery of

week to assess my

students level of mastery of

I use feedback to improve

standards, it is their

students level of mastery

content standards. I adjust my

student learning?

responsibility to review the

of content standards. I do

instruction based upon these

What types of student work

material on their own.

not necessarily alter my

results.

demonstrates progress on the

Mastery

instruction based upon the

part of my students? How can I

results.

provide constructive feedback

so that students improve on
what they do over time?

4. How do I customize and

I do not individualize learning. I

I generally observe the

I use interest and learning

individualize learning for my

teach my students that they

reactions of my students in

surveys, exits tickets,

students?

must create their own ways for

class and talk with them to

observation, conversation, and

What can I do to help EVERY

learning what I teach. My

determine how I can

formative and summative

student achieve my goals?

summative assessments are

individualize learning for

assessment data to create

What can I do better to make

final and I do not use them to

them. I use summative

meaningful, relevant lessons.

this happen?

inform my instruction.

data to assess what I did

well, but I do not use it to
inform my instruction.