Part One Reading And Thinking: Read The First Part Of Chapte

Part One Reading And Thinkingread The First Part Ofchapter 1 Develo

Read the first part of Chapter 1. Developing Curriculum Leadership and Design from the book Align the Design. This includes the beginning through Figure 1.1. I think this article describes things that very often take place in schools, but perhaps not necessarily yours. The fascinating part of reading this for me is to think about how curriculum leaders, which you all are, can avoid the pitfalls mentioned in the article and ensure a guaranteed and viable curriculum.

That is what I would like you to think about as you go through this article.

Part Two - Response

Briefly summarize the status quo that "Ann" experienced upon creating curriculum guides for her district. Can you relate to her experience? If yes, discuss in which ways. If no, please explain.

Now that standards (Common Core, Louisiana Student Standards, etc.) have answered the question, "What do we want our students to know?" what do the authors of this article argue is the next critical question to be asked? Describe why it is so important for this question to be explored. What two sets of research findings do the authors use for developing curriculum? Describe why each is so important. In order to ensure curriculum is created with a focus on instruction, what two phases do the authors recommend in order to manage the work?

Consider the picture created by the authors in regard to curriculum development. Also, consider your experience when thinking about this next question. What is the status quo when it comes to curriculum implementation at your school? Provide specific examples.

Part Three - Reading and Thinking

I would like for you to read the rest of this chapter, which includes a step-by-step guide to what the authors offer as a "Do" and "Don't" do list when it comes to being a curriculum leader.

Also included here is a guide to review and evaluation, aligning structure with leadership, and insight into the role of the central office. As you read the rest of this chapter, please continue to think about how - as a curriculum leader - you can avoid the pitfalls associated with curriculum development and implementation. Also, it is important to remember that the overall purpose of this article is to share ideas about how curriculum leaders can - and have to - focus on not just developing a curriculum guide but ensuring a guaranteed and viable curriculum through an emphasis on high-quality instruction.

Part Four - Response

Copy and paste three - five quotes from at least three different sections of the article (Step 1: Establish the Foundation through Reactions from the Field) that are the most significant thoughts to you when it comes to being a successful curriculum leader.

You can see an example of this in what I posted as "Most Significant Thoughts" in this module. However, note that I included more than five quotes from six different sections of the article. Please limit yourself to the number of quotes and sections used that I am asking for. I chose these quotes because I know that I can use information from them to discuss what I can do as a curriculum leader to be successful at implementing a guaranteed and viable curriculum in a school setting.

Utilize the thoughts behind the quotes you chose to respond to the following: Because you are a curriculum leader, your principal has asked you to lead a curriculum development project. S/he has asked you for your thoughts about how to ensure the implementation of a guaranteed and viable curriculum. In other words, s/he wants the result to be high-quality instruction leading to significant increases in student academic achievement. S/he has asked that you write out and describe/explain/justify 3 - 5 of what you believe to be the most important things/actions/thoughts that need to be taken into consideration as the school embarks on this process. Upon hearing this, you know that you are up to the task!

Paper For Above instruction

In the first part of Chapter 1, from "Align the Design," the authors emphasize the importance of having a clear vision for curriculum development, grounded in research and aligned with state standards. The chapter introduces the critical need for curriculum leaders to move beyond merely complying with standards and focus on designing a curriculum that is guaranteed and viable. Ann's experience, as recounted in the article, sheds light on common pitfalls such as a lack of coherence, insufficient alignment with standards, and limited instructional focus when creating curriculum guides. Many educators might relate to Ann's challenge of translating standards into meaningful instruction, often resulting in fragmented or superficial curricula that fail to promote deep learning. In my experience, similar issues arise when curriculum development is treated as a one-time activity rather than a continuous process focused on instructional improvement.

According to the authors, after establishing "what students should know" through standards, the next critical question is "How will we know what students have learned?" This question underscores the importance of designing effective assessments aligned with curriculum goals. The authors argue that this step ensures that assessments accurately measure student understanding and inform instruction. Two key sets of research underpinning curriculum development are the principles of backward design and cognitive science research. The first—the backward design approach—advocates starting with desired learning outcomes and then planning instructional activities, ensuring alignment and coherence. The second—the cognitive science research—provides insights into how students learn best, emphasizing the importance of mastery, retrieval practice, and meaningful understanding. These two research foundations are essential because they help in creating focused, coherent curricula that promote deep, lasting learning.

To effectively manage curriculum development, the authors recommend dividing the work into two phases: the planning and design phase, where curriculum goals are established and assessments aligned; and the implementation and evaluation phase, which involves ongoing review and refinement based on student data. This structured approach helps prevent the common pitfall of developing a static curriculum that is disconnected from instructional practice and student needs.

Reflecting on the current status quo in various schools, curriculum implementation often remains uneven or superficial. Examples include teachers feeling uncertain about instructional priorities, lack of fidelity to the curriculum, and minimal use of formative assessments to guide instruction. These issues stem from weak leadership, inadequate professional development, and limited collaboration among teachers. A specific example from my experience is when a school implemented a new curriculum without sufficient training, leading to inconsistent instruction and limited student engagement. This underscores the need for strong leadership, ongoing support, and systematic evaluation to ensure a successful, high-quality curriculum.

The rest of the chapter offers a step-by-step guide for curriculum leaders, highlighting best practices such as clear communication, continuous evaluation, targeted professional development, and fostering collaborative cultures. The authors' "Do" list emphasizes clarity, coherence, and intentionality, while the "Don't" list cautions against superficial compliance, ambiguity, and neglecting instructional quality. As a curriculum leader, avoiding these pitfalls requires a commitment to ongoing learning, data-driven decision-making, and aligning instructional practice with curriculum goals to guarantee student success.

From the "Reactions from the Field" section, several quotes stand out as pivotal for effective leadership. For example, one quote states, "A curriculum is only as effective as the fidelity with which it is implemented," highlighting the significance of faithful execution. Another important quote underscores that "Leadership must be focused not just on content, but on building capacity among teachers to deliver that content effectively," emphasizing professional development. A third quote notes that "ongoing review and adjustment are essential because curricula are dynamic and subject to change based on student needs." These insights reinforce that successful curriculum leadership involves fidelity, capacity-building, and adaptability.

To lead a curriculum development project successfully, several key principles should be prioritized. First, establishing clear, measurable goals that align with standards and assessments ensures focus and coherence. Second, fostering collaborative planning among teachers can promote shared understanding, instructional consistency, and shared accountability. Third, implementing ongoing professional development focused on instructional strategies will build capacity and ensure high-quality instruction. Fourth, utilizing formative assessments can guide instruction and provide timely feedback to adjust teaching practices. Lastly, maintaining a cycle of continuous review and refinement based on student data will help sustain the curriculum's relevance and effectiveness. These actions collectively support the creation of a guaranteed and viable curriculum that drives student achievement and high-quality instruction.

References

• Biggs, J., & Tang, C. (2007). Teaching for quality learning at university. McGraw-Hill Education.
• Cohen, D. K., & Ball, D. L. (1999). Instruction, capacity, and improvement. CPRE Policy Briefs, 2(1), 1-15.
• Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational Leadership, 61(1), 6-13.
• Wiggins, G., & McTighe, J. (2005). Understanding by design. ASCD.
• Schmoker, M. (2004). ON PURPOSE: How great school culture can make a major difference. ASCD.
• Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
• Darling-Hammond, L. (2010). The flat world and education: How America’s commitment to equity will determine our future. Teachers College Press.
• Hiebert, J., & Behar-Horenstein, L. (2007). Teaching and learning: A guide for curriculum writers. Routledge.
• Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. ASCD.
• McTighe, J., & Wiggins, G. (2012). Frontloading in backward design. Educational Leadership, 70(1), 66-69.