K-12 Curriculum Development

Curriculum development is an ongoing process which requires collaboration, conflict-resolution and reflection.  Too often, schools approach curriculum development as a product to be created.  When teachers come to a fork in the road, they often blame weaknesses in the document and resort to their own curriculum.  It is difficult, if not impossible, to have curriculum alignment when each teacher chooses essential skills and key concepts in isolation.

Collaboration:  Since classroom teachers decide what every student should know and be able to do, then they should be involved in the curriculum development process.  Unpacking the standards, curriculum mapping, unit development, writing generalizations, developing essential questions and creating common formative assessments are each opportunities for collaboration.

Conflict-Resolution:  Conflict is often avoided when teachers discuss curriculum development.  Lencioni (2002) identified "The Fear of Conflict" as one of the five dysfunctions of teams.  When teachers debate which skills are essential and what content can be ommited, curriculum development becomes a matter of conflict resolution.  When teacher teams embrace conflict and encourage conflicting opinions they are supporting student achievement.

Reflection:  When teacher teams reflect on the written, taught and assessed curricula, they will improve the district's curriculum.  When teachers develop curriculum and fail to assess its effectiveness, it is difficult to know if the curriculum is meeting the needs of each student. 

Five Questions For Curriculum Developers:

1.  Does our school have a 'guaranteed curriculum'?

2.  Is our curriculum aligned (Vertically and Horizontally)?

3.  Do teachers have a tool or method for communicating the strengths and
     weaknesses of the 'guaranteed curriculum'?

4.  When teachers develop common formative assessments, do they use the
     district's curriculum as a guide for developing assessments?

5.  Are teachers meeting on a regular basis to reflect on the written, taught, and
     assessed curricula?

If curriculum drives the work of teacher teams, then schools must create time for teachers to collaborate, engage in conflict and provide time during the school day for reflection and revision.  Curriculum development should be a priority in schools, rather than something that is handed to teachers as a top-down product.  When teachers collaborate to develop the curriculum, they will have
co-workers who support them when they come to a fork in the road in instruction.