The curriculum development process is essential in order to properly design instruction. An effective technology specialist must use the curriculum design process as it applies to technology-based learning experiences. An important consideration in curriculum development for today's educators is the standards upon which the children are going to be assessed. Click here for a comprehensive definition of standards.
We have federal mandate that each state must develope
a rigorous set of standards. Each state is required to create
these standards using the
suggested criterion from the learned societies and organizations
respected for the individual fields (for example the National Council
of Teachers of Mathematics). Individual school
districts throughout the state then create and adopt curriculum to
address the established standards.
For this competency, I am going to outline the process followed in the
Upper Merion Area School District in the development of the science
curriculum.
In the Upper Merion Area School District, we follow a very organized structure for curriculum development in relation to state and national academic standards. In the past we existed within a 6 year curriculum review cycle whereby every 5 years a subject would come up for review--materials would be investigated and piloted during year 5 and implemented in the 6th year. The only time the curriculum would be considered for change was during this fifth year. During the 2006 school year we adopted a new process. Under this review cycle, planned courses are reviewed every 5 year, but once adopted they are are continually revised, rewritten, and re-evaluated, based on current research of best practices. The cycle is mapped out in one-year increments, each academic area may progress at a faster pace, if appropriate.
The curriculum committee consists of the following members: Assistant Superintendent of Curriculum who oversees the committee work, Curriculum Director or Instructional Supervisor (depending on the subject area), Representatives of each grade and building at teh Elementary level, Subject area leader and representatives from each additional grade level in Middle school, Department Chair and 3 other subject area teachers from the High School.The cycle of review in Upper Merion includes five stages:
1. Reviewing Research- In this phase, teachers review state
and/or national standards to assess the alignment of our current
curriculum with standards. The Curriculum Director or
Instructional Supervisor provided the initial research during a full
day workshop. The teachers on the committee were then required to
attend a conference or workshops, review current literature pertinent
to the subject, and make visitations to schools with exemplary
programs. In addition, the current progam strengths and
weaknesses were analyzed. After several months the committee
convened to share results.
2 Revising and Rewriting - In this stage, the
teachers needed to identify the core concepts of each course - the
essential understandings that students are to develop as a result of
the course, and the central themes or strands that will be a part of
each course within the subject area. Once the concepts and
strands have been identified, the curriculum is written in planned
course format, outlining the content, skills, activities, and
assessments that are part of each course, and the state standard to
which they are tied. At this point, new materials and textbooks
are reviewed and selected and initial staff development programs are
planned for the imp
3 Piloting and Implementing -The
next step in the process is to enable the staff to implement the
curriculum and express problems and issues as well as provide
opportunities for change, if needed. This pilot is conducted with the
committee members during the first semester of the 2nd year of the
review process. Staff development sessions were conducted, to
ensure the success of the programm and the program was continuously
monitored. During the second half of the pilot year, concerns
were expressed and changes were made as needed. In addition the
committe worked to integrate the program with other areas of the
curriculum, including the integration of technology. Appropriate
assessment tools are developed and revisions to the report card, based
on curriculum changes, are discussed.
4 Implementation- After the pilot year, the program
was fully implemented. The pilot teachers would act as support
personnel during full implementation for the other teachers based on
grade or building. Evaluative data is collected to assess
student performance, both qualitatively and quantitatively.
5 Evaluate/Monitor/Improve - In this final stage of
the cycle, the effectiveness of the program continues to be
monitored. Evaluative data is collected and reviewed.
Further integration of the program with technology and other curriculum
areas is explored and assessments are refined and revised.