CURRICULUM DEVELOPMENT AND RENEWAL
Schools in Hollis and Brookline have enjoyed a variety of experiences in developing and implementing K-12 curricula and instruction. The purpose of development and renewal is to align curriculum with statewide and national standards. It assures coordination throughout all buildings and provides for consistency in all classrooms. It most importantly empowers our professional staff to recommend and support the implementation of instructional change.
The renewal plan addresses Hollis-Brookline's current needs and supports our efforts as we continue to expand opportunities for teaching and learning.
The SAU Board
The Leadership Team
The Curriculum Council
Curriculum Task Committees
K-12 Professional Staff
Multi-year, staggered membership is suggested to provide for continuity in the process.
Curriculum Task Committees
To focus on a particular K-12 discipline To become knowledgeable about the "state-of-the-art" (research, model sites, national/state standards) To ascertain school district needs To determine resources available within the K-12 program To make recommendations for change To communicate and invite feedback from professional staffs To initiate/monitor pilot programs To strategize implementation of change To monitor progress To invite feedback from parents To assess program growth
- Year-long effort
- Focus will be on goals establishment and completion
- Co-chaired by school administrator and selected teacher
- Before and after school work sessions
- Two release days during the year
- 5 days of summer curriculum development
- Assessment of progress in late spring and determination and recommendation of next steps
The intent of the timeline is to identify those steps involved in the renewal process. All curricula are involved in a matrix promoting ongoing attention to instructional need. The matrix model includes:
Phase 1A -- Review of Research
Each Curriculum Task Committee, in coordination with the Director of Curriculum and Instruction, is responsible for becoming knowledgeable about state-of-the-art research through:
Subject-focused reading Professional literature Nationally validated projects and curriculum guides Visitations to exemplary programs
Phase 1B -- Development And Adoption of Written Curriculum
During this phase, the Task Committee conducts needs assessments to ascertain school district needs and makes recommendations for change. Each curriculum guide is aligned with the NH State frameworks and national standards, using Board-approved template. The draft document is presented to the Leadership Team for review and then to the SAU Board for endorsement.
Phase 2A -- Selection of Instructional Materials
Basic instructional materials are selected by district-level committees. Ongoing communication and coordination with the Task Committee is an integral part of the process.
Phase 2B -- Program Implementation and Staff Development
The new curriculum and instructional materials are introduced to the staff in this phase. Professional development in the use of the new curriculum and instructional materials is provided. Members of the Task Committee gather feedback from faculty and staff to determine professional development needs and plan in-service opportunities to meet those needs.
While training is the focus of Phase 2B, it must be emphasized that professional development is an on-going process. Opportunities are provided every year to meet the needs of individuals, grade levels, and buildings.
Phase 3A and 3B -- Program Assessment, Modification, Next Steps
The Task Committee continues to monitor progress; invites feedback from parents, students, faculty and staff; and analyzes information on student performance. Recommendations for modifications are made to ensure that curriculum outcomes are being achieved.
It must be understood that the six-phase curriculum cycle is sufficiently flexible to allow for subject area attention due to needs assessments or technological development. In other words, steps could be adjusted to accommodate surfacing issues. To not allow this flexibility could create needless delays when immediate attention is necessary.
- To assure that appropriate funding is in place to support the activity organized for the curriculum cycle year
- To communicate with SAU Board about its commitment to supporting the funding
- To include funding requests in all Board budgets
- To provide a long term commitment to action planning
- To provide support for long term budgeting
- To provide resources, staff development and technology needs
- To create an accountability mechanism to assure a quality return for investment
The model for curriculum renewal and development will bring our schools together to collaboratively examine need and improve instruction. It is a formalized, structured process that allows us to examine program direction and project system costs. It most importantly includes our professional staff and community in the change process so that instruction more effectively meets student need.