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Curriculum: A Catalyst for Change (Part Three)

Most teachers do not see themselves as curriculum developers, nor believe they have been adequately trained to write valid assessments. Serving on a curriculum committee may seem like a lot of unnecessary work to a teacher initially; however, once they go through the process, they realize that thoroughly studying, clarifying, and organizing standards into units of learning targets and then creating aligned assessments helps them to identify what students need to know and do and how learning will be measured.  Clearly defined learning targets direct teachers’ instruction and student learning. Read More

Curriculum: A Catalyst for Change (Part Two)

Since all district leaders were involved in creating the new vision for the district, they all needed a thorough understanding of the curriculum process and how to implement change. A number of the district leaders were selected to lead subject area committees through their curriculum and assessment work; thereby ensuring a common language and a common way of completing the work. Although facilitators can help districts, there is always much to be done between those visits. Building principals and curriculum staff were needed to provide the necessary on-the-spot feedback and support to keep the process moving forward.Read More

Curriculum: A Catalyst for Change (Part One)

t’s been said that change is the only constant.  This seems especially true in education.  There is always a new initiative, textbook, program, policy, or new personnel coming and going within school districts.   Sometimes it is difficult to preserve continuity in the midst of these types of random and frequent changes, no matter how well intentioned they are.  It’s no secret that the trend in education is to do more with less, which leaves everyone asking the same questions…how and when?Read More