Based on a five-step model, this guide helps school leaders establish the processes necessary to align curriculum to mandated standards, develop curriculum maps, and systematize instructional practices.
Based on a five-step model, this guide helps school leaders establish the processes necessary to align curriculum to mandated standards, develop curriculum maps, and systematize instructional practices.
Elaine Makas Howard has 25 years of experience in education. She has served numerous districts in Michigan in curriculum, career development and counseling processes as a regional director of Instructional Services. She is also a systems consultant with Curriculum Connections, a business she co-owns. Ms. Howard has a specialist degree from Saginaw Valley State University in Educational Leadership with an emphasis on curriculum. She has a master's degree from Central Michigan University in school guidance and a bachelor's degree from Western Michigan University in history. She is certified in central office and secondary administration, counseling, and 7-12 social studies secondary education. Ms. Howard's work experience includes secondary teacher, community education director, and curriculum consultant. She lives in Cass City, Michigan with three of her four sons.
Inhaltsangabe
Acknowledgments About the Author Introduction Part I. Foundations of Purpose and Implementation 1. An Introduction to Teacher-Led Curriculum Processes: The DAILY Curriculum System 2. A Brief Theoretical Foundation: Why Build a Curriculum System Through Teacher-Led Processes? 3. Getting Ready: Planning for the Components of the DAILY Curriculum System Part II. A Planned Journey of Curriculum Processes 4. Data First: What Is Our Data Telling Us About Our Teaching and Our Students? 5. Curriculum Alignment: Do We Have a Match Between Standards and Instruction? 6. Developing Instructional Goals: Keeping a Bridge Between Curriculum Processes and Instruction 7. Creating Curriculum Maps: The Connection Between Instruction and Standards 8. Instructional Pace Guides: Adding Instructional Depth With Key Concepts and Essential Questions 9. The Final Link: Building Local Common Assessments Part III. Maintaining Stability and Success 10. Creating Stability: Sustaining, Monitoring, and Adjusting a Curriculum Process System Conclusion: Reflections on a Curriculum System Resource A: Further Reading Resource B: Sample Agendas Resource C: Blank Forms Resource D: Sample Curriculum Maps Resource E: Sample Local K?8 Common Assessment Manual for English Language Arts and Mathematics References Index
Acknowledgments About the Author Introduction Part I. Foundations of Purpose and Implementation 1. An Introduction to Teacher-Led Curriculum Processes: The DAILY Curriculum System 2. A Brief Theoretical Foundation: Why Build a Curriculum System Through Teacher-Led Processes? 3. Getting Ready: Planning for the Components of the DAILY Curriculum System Part II. A Planned Journey of Curriculum Processes 4. Data First: What Is Our Data Telling Us About Our Teaching and Our Students? 5. Curriculum Alignment: Do We Have a Match Between Standards and Instruction? 6. Developing Instructional Goals: Keeping a Bridge Between Curriculum Processes and Instruction 7. Creating Curriculum Maps: The Connection Between Instruction and Standards 8. Instructional Pace Guides: Adding Instructional Depth With Key Concepts and Essential Questions 9. The Final Link: Building Local Common Assessments Part III. Maintaining Stability and Success 10. Creating Stability: Sustaining, Monitoring, and Adjusting a Curriculum Process System Conclusion: Reflections on a Curriculum System Resource A: Further Reading Resource B: Sample Agendas Resource C: Blank Forms Resource D: Sample Curriculum Maps Resource E: Sample Local K?8 Common Assessment Manual for English Language Arts and Mathematics References Index
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