Curriculum Guru

10 Aug

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Curriculum Guru

Curriculum development is an ongoing process which requires collaboration, conflict-resolution and reflection. Too often, schools approach curriculum development as a product to be created. During my current role in 2015 I have developed a real passion for curriculum development.

Curriculum design and review is a continuous, cyclic process. It involves making decisions about how to give effect to the national curriculum in ways that best address the particular needs, interests, and circumstances of the school’s students and community. It requires a clear understanding of the intentions of The New Zealand Curriculum and of the values and expectations of the community. For some reading this is a good place to start.

Here are some thoughts:

Collaboration:

Classroom teachers decide what every student should know and be able to do, then they should be involved in the curriculum development process. Unpacking the standards, curriculum mapping, unit development, writing generalizations, developing essential questions and creating common formative assessments are each opportunities for collaboration.

Conflict Resolution:

Conflict is often avoided when teachers discuss curriculum development. When teachers debate which skills are essential and what content can be omitted, curriculum development becomes a matter of conflict resolution. When teacher teams embrace conflict and encourage conflicting opinions they are supporting student achievement. Open conversation is where professional develoment occurs.

Reflection:

When teacher teams reflect on the written, taught and assessed curricula, they will improve pedagogy and curriculum design. When teachers develop curriculum and fail to assess its effectiveness, it is difficult to know if the curriculum is meeting the needs of each student.

Some Questions For Curriculum Developers:

  1. Does our school have a ‘robust curriculum’?
  2. Is our curriculum aligned?
  3. Do teachers have a tool or method for communicating the strengths and weaknesses of the curriculum’?
  4. When teachers develop common formative assessments, do they use the data generated?
  5. Are teachers meeting on a regular basis to reflect on the written, taught, and assessed curricula?

If curriculum drives the work of teacher teams, then schools must create time for teachers to collaborate, engage in conflict and provide time during the school day for reflection and revision. Curriculum development should be a priority in schools, rather than something that is handed to teachers as a top-down product. When teachers collaborate to develop the curriculum, they will have co-workers who support them when they come to a fork in the road in instruction.

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