Marikate Sears

Design Instructional Systems

Sequencing

Need for Instruction

My school needs an instructional program for new staff members. The goals of the

program are to gain knowledge and understanding on the following topics: Professional

Learning Communities, Leader in Me philosophy, data tracking and analysis, and phonemic

awareness practices.

Program Objectives
 Locate and bookmark KCPS curriculum maps/scope and sequence
 Organize and assemble Leadership Notebooks
 Recall phonemic awareness games from transition times
 Apply ELL strategies in classroom
 Utilize Leader in Me website to teach monthly habit
 Evaluate parent communication apps
 Create data tracker in shared school drive
 Carry out monthly SMART goal
 Apply 4 corollary questions in PLC meetings

Sequence of Content
1. Tyler
a. Login
i. Classic
ii. 360
b. Bookmark
c. Attendance
i. First day
ii. Rest of the year
d. Communication log
i. Individual
ii. batch
e. Grades
i. Standards-based grading
ii. End of term grading
iii. Curriculum marks
iv. comments
2. Curriculum
a. KCPS website
i. Bookmark
ii. Curriculum map
iii. Scope and sequence
b. EnVision
i. Login

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Marikate Sears
Design Instructional Systems

ii. Bookmark
iii. Input classes
3. PLC
a. Professional Learning Community
b. Purpose
c. 4 questions
d. Organization
i. Note taking
ii. Attendance
iii. Folder in shared drive
4. Leader in Me
a. Philosophy/history
i. website
b. Habits
i. Lessons
ii. Activities
c. SMART goals
i. Big rocks
ii. WIGs
d. Leadership Days
i. clubs
e. Leadership notebooks
i. Requirements
ii. Data tracking
iii. Student goals
5. Classroom Musts
a. Data notebook
b. Phonemic awareness continuum
i. Practices
ii. assessments
c. ELL strategies

When designing the outline for my instruction, I followed Posner and Strike’s learning-

related and content-related sequencing. The program itself is organized following the

phenomenon of class relations as outlined in concept-related sequencing. The overall goal of

the instructional program is to assist new staff to the school. Instruction is broken into major

topics that new staff must know to be successful according to the district evaluation

requirements. Each topic is grouped based on similar concepts and skills.

Trainees will be a mix of those completely new to teaching, teachers with some previous

experience, and those taking on staff positions throughout the school. Additionally, trainees will

have varying experience with district policies and practices. Because of this, I looked to Posner

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Marikate Sears
Design Instructional Systems

and Strike’s different approaches to perquisites learning when sequencing content within each

topic.

Posner and Strike’s scheme of learning-related sequencing looks at identifiable

prerequisites and familiarity as the first steps in learning. Each content area will start with

gathering information on the trainees’ prior knowledge and teach them the basics before moving

into new skills. This also aligns with the logical prerequisite aspect of concept-related

sequencing. Once prerequisite skills are established, the next “chunk” of content can be

presented. For example, before teaching the new staff to input grades in Tyler, trainees will

learn how to login to Tyler and navigate the most used icons. This logical prerequisite

phenomenon is also utilized in other topics of the program. When learning about Leader in Me,

trainees will first study the history and how to navigate the website. Then trainees will learn

about each of the seven habits so that they can practice the habits in their respective

classrooms. Once trainees have an appropriate understanding of the habits and Leader in Me

philosophy, they can participate in Leadership Days and create their own Leadership Notebooks

to help students track their progress and set goals. This sequencing will be followed similarly

throughout each topic.

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