K-12 Curriculum Development

Dozens of books have addressed the role of the building principal as a curriculum leader or an instructional leader, but most authors do not explain how a principal interacts with state standards, local curriculum writing committees and with the Central Office staff.  In today’s schools, the principal has more responsibilities than ever before, but in the age of No Child Left Behind (NCLB) and increasing levels of accountability, the principal must be aware of practical strategies which will support the ongoing curriculum work of teacher teams.  While this book is designed for principals, it is also a practical book for assistant principals, classroom teachers, curriculum specialists, superintendents, state department of education curriculum consultants and others interested in curriculum development.

Glatthorn and Jailall (2009) wrote, “Curriculum making is a constructed process between districts and schools, and it is a high-value activity into which the principal, as curriculum leader, must extend strong influence” (p. 62).  Chapter one is titled, What It Means to Be a Curriculum Leader: No Child Left Behind and Beyond.  One of the highlights of the first chapter is the authors’ answer to the question, ‘What constitutes a quality curriculum?’  The Hallmarks of Curriculum Quality are shared and are supported by research.  

Chapter ten is titled, Aligning the Curriculum.  Curriculum alignment is an ongoing process and it requires teachers and administrators to have a plan and ongoing communication about the plan.  The authors outline seven types of curricula which need to be monitored.  The Types of Curricula described are the Recommended Curriculum, Written Curriculum, Taught Curriculum, Supported Curriculum, Assessed Curriculum, Learned Curriculum, and Hidden Curriculum.  Most school districts focus on the written, taught, and assessed, and hope for the best. 

The tables and resources included in this book make it a valuable resource for educators involved in K-12 curriculum development.  “Strong, intentional leadership in curriculum development is a necessity for strong instructional leadership” (p. 188).  Please feel free to share your thoughts on The Principal As Curriculum Leader: Shaping What is Taught and Tested.  

Table 

1.1      Generic Skills for a 21st Century Workplace

2.1        Summary of Curriculum Functions by Levels

3.1        Analyzing Curriculum Leadership Roles

5.1        Criteria for Evaluating Curriculum Guides or Courses

6.1        Example of a District Vision of Curriculum

15.1    Unit Analysis Form

*  This is not a complete list of the resources provided.
    There are several more tools and resources.     


Glatthorn, A.A., & Jailall, J.M. (2009). The principal as
       curriculum leader: Shaping what is taught and tested
       (3rd ed.).  Thousand Oaks, CA: Corwin Press.      

In 1983, psychologist Howard Gardner published Frames of Mind, the book in which he introduced his ‘theory of multiple intelligences’ (MI theory).  Gardner is best known in educational circles for his theory of multiple intelligences, a critique of the notion that there exists but a single human intelligence that can be assessed by standard psychometric instruments.  Five Minds For the Future (2006) introduces educators to a new way of looking at curriculum development and educational policy.  In the book’s introduction, Gardner wrote, “One cannot even begin to develop an educational system unless one has in mind the knowledge and skills that one values, and the kind of individuals one hopes will emerge at the end of the day” (p. 14).

Gardner describes the five minds for the future as The Disciplined Mind, The Synthesizing Mind, The Creating Mind, The Respectful Mind and the Ethical Mind.  He describes that students will need a synthesizing mind in order to avoid being overwhelmed by information.  “Most young people are not going to enter the ranks of one specific discipline.  And so educators face a choice: do not teach them the discipline at all; introduce them to the facts of the subject and let them fend for themselves; or strive at least to give them a taste – a “threshold experience” in David Perkin’s term – of what it is like to think in a disciplined manner” (p. 31). 

The final chapter in the book is titled Toward the Cultivation of the Five Minds.  The final chapter provides examples of the five kinds of minds.  Gardner also includes a section titled Resistance and Obstacles [to the Five Minds for the Future].  This is not another gloom and doom book about the changing global economy nor does this book make it sound like educators are to blame for the current state of education.  Gardner feels that educators should review their curriculum to see if the five kinds of minds are being cultivated in the K-12 experience.  According to Gardner, “Whatever their importance in times past, these five minds are likely to be crucial in a world marked by the hegemony of science and technology, global transmission of huge amounts of information, handling of routine tasks by computers and robots, and ever increasing contacts of all sorts between diverse populations” (p. 161).  The author strongly believes that in order to prepare our students for success as adults, we must ask ourselves if our current curriculum and instruction efforts are preparing individuals who are disciplined, synthesizing, creative, respectful, and ethical.  Please feel free to share your thoughts on Five Minds for the Future..
 
View Dr. Howard Gardner sharing his thoughts on Five Minds for the Future
Recorded at the RSA Lecture Series – London, England
Length:  60 minutes 

Gardner, H. (2006). Five kinds of minds for the future.  Boston, MA: Harvard Business
            School Publishing.

Made to Stick is a New York Times Bestseller and should be on the bookshelf of K-12 Curriculum Developers.  The authors ask, “Why do some ideas succeed while others fail” (p. 10)?  What do advertisers know about customers that could translate into key concepts ‘sticking’ with students beyond the unit test?  You may not have seen this book at the most recent education conference, but the strategies shared are at the heart of curriculum development.    

The Stickiness Factor

The authors use the term stickiness, which they adopted from Gladwell’s (2000) book titled, The Tipping Point.  Do you remember the commercial with the woman yelling, “Where’s the Beef?”  Do you know which company tells customers, “I’m Lovin’ It”?  Do you know which company said “Just Do It”?  If you can name these companies, then the marketing firm did their job and years later the idea is stuck in your mind.  Educators have used Roy G. Biv to help students remember the colors of the rainbow.  Please Excuse My Dear Aunt Sally is a common way to teach Order of Operations in mathematics class.  Curriculum Developers must ask, what is essential for students to know and be able to do at this grade level and in this course?  The next step is identifying strategies which will help the knowledge, skill, concept or enduring understanding stick.  This book shares the six qualities of an idea that is made to stick.

The Curse of Knowledge

When educators are tempted to tell students everything, with perfect accuracy, when they should be providing just enough information to be useful, then a little more, then a little more, they have experienced the Curse of Knowledge (p. 57).  If a teacher has taught the same concepts every year, they become an expert on key concepts and enduring understandings.  The longer a person teaches the same course, it becomes increasingly difficult to avoid the Curse of Knowledge.  It is difficult for adults “to forget what it’s like not to know what we know” (p. 46). In order for students to truly understand key concepts, educators must allow students to research, experiment and explore the content and discover answers to their questions.

Resources for Educators

Heath and Heath wrote, “As a teacher, you’re on the front line of stickiness.  Every single day, you go to work and try to make ideas stick” (2007).  Recently, the authors developed multiple free resources which complement Made to Stick.  Educators will need to complete an online form and then they will have access to the free resources.  One of the free resources was developed specifically for teachers.  Visit http://www.madetostick.com/teachers.  

Made to Stick shares the six qualities of an idea that is made to stick, how to avoid the Curse of Knowledge, and how to break complex information into lessons that will stick.  Please feel free to share your thoughts on Made to Stick.

Heath, C. & Heath, D. (2007). Made to stick: Why some ideas survive 
        and others die. New York: Random House, Inc.