Up until last week, I haven't given curriculum much thought. I avoided volunteering for any curriculum committee work or anything remotely similar(there I said it). As a special education teacher, my interest in curriculum centered around helping my students access the curriculum. Curriculum was in my definition, a set of standards that we were required to teach. With the development of the Maine Learning Results, the curriculum also needed to align with the educational outcomes set by the state of Maine.
Now, of course, I have spent some time pondering curriculum. I am reminded of my three years working in a Montessori School. Philosophy, curriculum, procedures, and instruction were all entwined. If I had stopped to think about the definition of curriculum then, it would have been a verb rather than a noun.
In my current district, many dedicated teachers have put in long hours developing our various curricula. I respect their work and trust it was done in a thoughtful and professional way.
I am wondering if we have missed a huge step though. How do we begin to move from conversation around effective teaching practices for all students to access the curriculum to action?
In the schools we have been reading about, there seems to be a unified philosophy among the school staff. Is this what turns the noun into a verb?
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An excellent point...a focused or unified point of view is critical to a responsive curriculum. And that does not come easily. And, as you said, Deb, this total school focus is an on-going process...you are never "done". MLRs, community expectations, needs for the future...are a few of the many issues that must be considered...but as a place to start...your school agreement on what we believe and what we think is important is a good place to begin.
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