A.) What is the purpose of curriculum mapping?
Curriculum mapping attempts to organize the curriculum content taught at many different levels (a single grade, an entire school, even a school district). This process takes the following variables into consideration: pacing, local/state/national standards, essential questions and objectives, and assessment. It also encourages teachers and administrators to work collaboratively to consider available resources, support networks, and connections between classrooms and disciplines in order to complete curriculum maps. Once the process is complete some benefits include consistency across grade levels and schools, improved quality of instruction, easier transitions to new grade levels, and a more cohesive and collaborative working environment.
B.) Does your school map its' curriculum? Why or why not?
Curriculum mapping is not used in the elementary school in which I teach, nor in the larger school district in which I am employed. I think that this practice is not used for many reasons. First, the district is on the larger side, so it would take considerable time, effort, and organization to accomplish this goal. (Although this could also be used as a very strong reason for the district to utilize this practice!) Second, the administration seems to change every few years. Without consistent leadership and goals, it is difficult to accomplish long term planning. Lastly, the administration (in my opinion) does not actively keep current with new developments in the field of education. Most of the principals and central office administrators do not seem (to me) to update their educational knowledge by taking courses or attending relevant seminars. So, it always seems (to me) that we are playing catch up or utilizing outdated strategies.
I truly do believe that individual teachers can greatly impact children (and families) through their position as teachers. But, most teachers only spend a year (or two) with the children that they teach. The greatest impact that can be made on a child's learning is through having strong programs and teachers throughout their K-12 educational career. The more I read, listen, and learn, the more I realize what a powerful impact a strong administration can have upon a child. Curriculum mapping is one practice that can have a substantial impact upon student learning, if administrators are knowledgeable and effective enough to utilize it within building and districts.
C.) How does curriculum mapping relate to curriculum change?
It seems like schools and districts that use curriculum mapping have a system in place that allows them to collaboratively consider strengths and weaknesses of a program, brainstorm ideas for positive change, and institute/assess these desired changes. Also, the curriculum mapping process connects grade levels, individual school buildings, and entire school districts. This enables these districts to make changes throughout the district in a uniform manner to more quickly improve the quality of programs/instruction and impact student learning.
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4 comments:
You "pinned the nail on the correct head!" when you said that the administration often times is not aware or interested in new educatonal strategies. I think that article we read from Sckmoker needs to be rewritten with a detailed analysis on school principals to see how they are doing their job. Leadership, after all, does play a crucial role in educational change.
Ellen, since we work in the same district I agree with you that we do not use curriculum mapping. I tend to feel that our administration does have a lot to do with it like you said. Unfortunately, it does seem like every couple of years there is a change. I know change is good, but not in this case.
I agree that curriculum mapping improves the quality of instruction. I like your comment that mapping eases the transition from grade to grade by developing a level of consistency amongst teachers.
I agree that having a big district makes it difficult to curriculum map. But perhaps each grade level or subject could have a representative that offers suggestion on behalf of their grade, building, or department. They could still share the good ideas generated at a grassroots level to higher-ups. They could then map the curriculum and be responsible for explaining decisions and rationale to their fellow teachers. Not a perfect situation, but collaboration is still occuring.
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