Curriculum Quality Assurance by v7166R


									                                    PROFESSIONAL LEARNING TEAM REPORT
PLT Title
Curriculum Quality Assurance

Blurb for PLT Conference Brochure
Ensuring a consistent, quality curriculum is a critical part of our work as educators. Through this PLT,
we analyzed the effectiveness of the current model of curriculum oversight.

Contact Information (Write * next to facilitator’s name.)
              Name                               School                       Grade Level or Subject
Janice Darias                      System-wide
Janet Carey                        Winn Brook
*Lindsey Rinder                    System-wide

Guiding Theme
       Differentiated Instruction/RTI
       Integrated, Real-Life Experiences
       Acquisition of 21st Century Skills
       Deepening Teacher Content Knowledge
       Improving School Climate/Culture
       Teaching the “Whole Student”
       Other (explain) __________Goal 5_____________________________________________

Inquiry Question
“How do we evaluate the efficacy of the current model and identify next steps in order to ensure we
have the resources to provide oversight of curriculum, both written and taught?”

Our first step was to describe our current curriculum oversight structure. We also surveyed EDCO
member districts to gain an appreciation of other possible models. Teachers in the Belmont Public
Schools were then surveyed on two different occasions. The first survey gathered information on the
type and usage of curriculum documents in the district; the second survey asked teachers to report on
the type of curriculum work they are doing this year and evaluate the ways in which their curriculum
directors and specialists support their work, especially in comparison to previous years with a different
       Most secondary teachers (>50%) report reviewing new CCSS and designing new and common
        assessments with their directors

      Elementary teachers on the writing curriculum team are writing a new curriculum aligned with
       the new Massachusetts state frameworks. This curriculum is being entered into online
       curriculum mapping software that will facilitate consistency across buildings and allow for
       ongoing refinement.

      Elementary teachers on the math curriculum team conducted an analysis of the current math
       program in light of the new Massachusetts state frameworks and determined that it is not
       adequately aligned. They then investigated new options and settled on two to pilot in the
       coming year.

      There was a correlation between a reduced director teaching load and more consistent support
       provided at the middle and high schools

      Teachers in the departments previously lacking directors reported receiving significantly more
       support on all included criteria than the previous year

      Elementary teachers reported receiving more support on the following criteria due to the
       creation of elementary curriculum specialist positions: ensures viable curriculum, facilitates use
       of data, shares knowledge of content and best practices, informs of curriculum updates,
       facilitates effective meetings, secures resources within budget, secures grants to fund
       innovation, shares a common vision, readily available for help when I need them

Recommendations / Next Steps

      Continue current model

      Limit directors’ teaching assignments to no more than one class to ensure consistent support
       across levels

      Schedule regular meetings between elementary curriculum specialists, the relevant directors,
       and elementary curriculum leader

      Clearly define role of specialists and possible coaches (math and reading) with respect to
       teacher support

      Extend specialists’ work year

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