Curriculum Collaboration

Source:

Rigorous Curriculum Design: How to Create Curricular Units of Study that Align Standards, Instruction, and Assessment Paperback – January 3, 2014

Defining Rigorous Curriculum:

Source: ASCD (Association for Supervision and Curriculum Development)

Defining Curriculum:

The recommended curriculum derives from experts in the field. Almost every discipline-based professional group has promulgated curriculum standards for its field.
The written curriculum is found in the documents produced by the state, the school system, the school, and the classroom teacher, specifying what is to be taught. At the district level, the documents usually include a curriculum guide and a scope-and-sequence chart; many school systems make their curriculum documents available though their databases and the Internet. The written curriculum also includes materials developed by classroom teachers. The written curriculum is the one usually meant by leaders who say, "We're going to develop a mathematics curriculum."
The supported curriculum is the one for which there are complimentary instructional materials available, such as textbooks, software, and multimedia resources.
The tested curriculum is the one embodied in tests developed by the state, school system, and teachers. The term "test" is used broadly here to include standardized tests, competency tests, and performance assessments.
The taught curriculum is the one that teachers actually deliver. Researchers have pointed out that there is enormous variation in the nature of what is actually taught, despite the superficial appearance of uniformity (Gehrke, Knapp, & Sirotnik, 1992).
The learned curriculum is the bottom-line curriculum—what students learn. Clearly it is the most important of all.

What constitutes a high-quality curriculum?

Putting the value issue aside, here are several research-based guidelines for developing a high-quality curriculum.

Structure the curriculum so that it allows students and teachers to study in greater depth some of the most important topics and skills.
Structure the curriculum so that it calls on students to use various learning strategies to solve problems.
Structure and deliver the curriculum so that all students acquire both the essential skills and knowledge of the subjects.
Structure the curriculum so that it responds to students' individual differences.
The curriculum also should be organized so that the teacher can provide a high degree of structure at the beginning of the year by giving cues, suggestions, and explanations. Then, as the year progresses, the teacher can let students solve problems on their own.
Finally, the curriculum should recognize the multiple intelligences students have, rather than stressing only the verbal and mathematical.
Organize the curriculum so that it provides for multiyear, sequential study, not "stand-alone" courses.
Emphasize both the academic and the practical.
Selectively develop integrated curricula.
Focus on the achievement of a limited number of essential curriculum objectives, rather than trying to cover too many (Cotton, 1999). Keep in mind the importance of depth.
Maintain an emphasis on the learned curriculum.

State Functions

Develop state frameworks, including broad goals, general standards, and graduation requirements.
Develop state tests and other performance measures in required academic subjects.
Provide needed resources to local districts.
Evaluate state frameworks.

District Functions

Develop and implement curriculum-related policies.
Provide fiscal support for curriculum.
Develop a vision of a high-quality curriculum.
Develop educational goals aligned with state goals.
Identify the core program of studies for each level of schooling.
Develop the documents for a mastery curriculum for each subject, including scope-and-sequence charts and curriculum guides. A mastery curriculum is one that specifies only those essential outcomes that are likely to be tested and require explicit instruction.
Select instructional materials.
Develop district curriculum-based tests and other performance measures to supplement state tests.
Provide fiscal and other resources needed at the school level, including technical assistance.
Evaluate the curriculum.
Develop the structures to facilitate community and teacher input into the curriculum.
Provide staff development programs for school administrators.

School Functions

Develop the school's vision of a high-quality curriculum, building on the district's vision.
Supplement the district's educational goals.
Develop its own program of studies within district guidelines.
Develop a learning-centered schedule.
Determine nature and extent of curriculum integration.
Provide staff development for all teachers who will use the curriculum guide.
Align the written, tested, supported, taught, and learned curricula.
Monitor the implementation of the curriculum.
Evaluate the curriculum.

Classroom Functions