5 Points for Curriculum Leaders

9 Aug

Curriculum

  1. Keep Your Goals to the Forefront

 “All learners benefit from and should receive instruction that reflects clarity about purposes and priorities of content” (Tomlinson & McTighe, 2006, p. 6).

  1. Curriculum Development Is A Process

You know that I often write about process. Curriculum mapping is an ongoing process which asks teachers to develop curriculum goals, identify essential content, skills and concepts, and reflect on the taught curriculum.  When teacher teams become satisfied with the product, then the process is at risk.  Curriculum development is “an ongoing process that asks teachers and administrators to think, act, and meet differently to improve their students’ learning”

(Hale, 2008, p. 8).  

  1. Communication Is Essential

Curriculum gaps create a barrier for student learning and have a detrimental effect on students’ opportunity to learn.  Gaps are created by a lack of communication among educators, varying implementation practices, available resources, and decisions about pacing.

  1. All by Myself

Empowering others is one of the main roles of curriculum leaders.  If you are feeling lonely at the top, take a moment to reflect on why no one seems to be following.

  1. Data

Curriculum leaders understand that curriculum alignment consists of curriculum, instruction, and assessment.  Without a method of measurement, then it is highly unlikely that the curriculum will be implemented across classrooms. Use your data to drive where you want to go.

Read this article then go to Middle Leaders on TKI.

References:

Anderson, L.W. (2002). Curricular Alignment: A Re-Examination. Theory into Practice, 41, 225-260.

Hale, J.A. (2008). A guide to curriculum mapping: Planning, implementing, and sustaining the process. Thousand Oaks, CA: Corwin Press.

Steller, A.W. (1985). Forward. In Beane, J.A. (Ed.), Toward a coherent curriculum. The 1985 ASCD Yearbook. Alexandria, VA: Association for Supervision and Curriculum Development.  

Tomlinson, C.A., & McTighe, J. (2006). Integrating differentiated instruction and understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.

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