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THE Art of Cu rriculum Policy. Who, What, When, Where, and Why?. The Urgency to Emerge. “He who controls the present, controls the past. He who controls the past, controls the future.” ~ George Orwell. The Urgency to Emerge.

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THE Art of Cu rriculum Policy

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THE Art of Curriculum Policy

Who, What, When, Where, and Why?

The Urgency to Emerge

“He who controls the present, controls the past. He who controls the past, controls the future.”

~ George Orwell

The Urgency to Emerge

“He who directs the present mustunderstand the past. He who understands the past, must nurture the future.”

Divergent Interests

  • What does high quality instruction look like?

  • What is an appropriate mechanism to set into place to monitor curriculum and instruction?

  • Collaboratively create in concert with one another.

  • Lay out the consequences of not providing high quality instruction at the outset.


  • Two-way

  • Board to hold administration accountable

  • Administration to hold board accountable

  • Ensuring execution is predicated upon understanding

  • On-going, deliberate, informal

Transparency—The Research

  • Michael Fullan - “…both inevitable and desirable…”

  • Sheila Bethel – “Congruent words and actions gain trust.”

  • Warren Bennis – “…to lay our cards on the table.”

  • Steven Covey – “…disclose…ahead of time.”

  • Ken Blanchard – 43% important/41% mistake


“The vast possibilities of our great future will become realities only if we make ourselves responsible for that future.”

~ Gifford Pinchot


“To rule is easy, to govern difficult.”

~ Goethe

*Framework for School Governance

*Adopted by the State Board of Education, January 1996

Revised by the State Board of Education, July 2012

Principles to Guide Governance

High Functioning

Low Functioning

Personal agendas

Operations focused


Board openly speaks against superintendent

Clandestine meetings between board members and employees

No vision

  • Stability (desire to serve)

  • Short regular meetings

  • “Governance Team”

  • Communicative Board Chair

  • Policy focused on student achievement

  • Ability to collaborate=trust

  • Training

Walser, N. (2009). The essential school board book: Better governance in the age of accountability. Cambridge, MA: Harvard Education Press..


“It is easier to change the location of a cemetery than to change the local curriculum.”

Woodrow Wilson

From the Top: Superintendents on Instructional Leadership

Comprehensive research study conducted by Education Week, Belden, Russeleno $ Stone (2005) 4 important areas:

  • District leaders on setting the direction of Curriculum and Instruction

  • Effect of NCLB on Leadership

  • Leadership practices on instructional Leadership and Student achievement

  • Barriers to providing Instructional Leadership


If you do not change the direction, you may end up where you are heading.”

Lao Tzu

  • Are we equal?

  • Where are we?

  • Is everyone capable?

  • What do we want leaders to do?

How does it happen?

  • Attended Curriculum Audit Training (CMSI) at TASA.

  • Researched policies from many districts

  • Collaborated with Supt. and ILT

  • Formulated a combination of various policies.—Adopted By LISD Board of Trustees, July 2012.

Purpose and Scope of Work

  • Central Office leadership is responsible for developing and managing the district curriculum operations.

  • Implementing a guaranteed and viable curriculum and monitoring fidelity are key drivers in the curriculum management process

  • Providing support through building teacher capacity and allocating resources are critical to ensuring an effective curriculum system.

  • The overall purpose is to provide an agenda for improvement for all stakeholders: board trustees, administrators, teachers, students, and parents.


  • Guiding Principles

    • Objectivity

    • Independence

    • Consistency

    • Materiality

    • Full Disclosure

  • Audit Standards

    • Control

    • Direction

    • Connectivity

    • Productivity


  • No comprehensive local policy

  • Triangulation of goals, resources, and related curriculum policy are not clearly evident.

  • Collective faculty and staff efforts and district direction fragmented, and unclear.

  • comprehensive curriculum development plan does not exist.

  • The absence of district mandated curriculum guides leaves teachers without a planned board-approved focus as they plan their teaching


  • Board

  • Superintendent

  • Instructional Leadership Team

  • Campus Principals

  • Assistant Principals

  • Teachers

  • Students

Curriculum Policy EG-Local

  • If it is not monitored, It’s optional

  • Student Performance 2 things

    • Curriculum

    • Instruction

  • Informs ALL parties – Public, Board, Students, Teachers and Administrators our commitment to education

How to translate success

  • Board Support

  • Administrative Commitment

  • Teacher Commitment

  • On-going, Comprehensive Professional Development for ALL Parties

  • Continual Monitoring

  • Staying Power

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