Education Week - September 4, 2019 - 24

Getty

School Leaders: Avoid This Move
A better way to think
about curricula

I

can vividly remember my first few days
as a new school administrator. I remember getting in a routine of greeting
students as they exited buses and cars
and entered the building. I remember
the strange feeling when that first bell
rang to start school, and I didn't have
a classroom full of students to teach. I remember
peeking in classrooms and feeling the satisfaction of
seeing students listening to
their teachers and workBy Jared
ing diligently on the tasks
Myracle
assigned to them. What
MYRACLE is the
I don't remember is ever
chief academic
considering that the work
officer at Jacksonstudents were doing might
Madison County
be misaligned with their
public schools in
grade level.
Tennessee.
Over the past few
years, I have visited many
schools in both my previous role as the director of
instructional support at a professional development
and curricular support organization and my current
position as the chief academic officer of JacksonMadison County public schools in Tennessee. When
approaching these school visits with alignment to
grade-level standards as the primary consideration,
I have observed that the most common assumption
school leaders make is one that doesn't even occur
to many as a topic that merits consideration. It's an
assumption so deeply ingrained in the day-to-day
functions of school life that it can be hard to step back
far enough to get a clear picture: that teachers have
received enough training and resources to craft a full
school year's worth of aligned curriculum for their
students.
What's the problem with that assumption, you
ask? Unfortunately, most teachers aren't provided
training in curriculum design during their teacher

education programs. At least not to the level required
to be able to design comprehensive curricula in
multiple subjects that coherently articulate concepts,
knowledge, and skills from one grade level to the
next.
Recent research by TNTP indicates that students
spend a shocking amount of time on assignments
that do not address grade-level standards. I
have seen similar evidence with my own eyes in
classrooms. In one district I visited, I saw the same
piece of literature being read in a 4th grade class and
an 11th grade class.
The prevalence of misaligned materials is not
the fault of teachers. They simply aren't provided
the type of training in curriculum design needed to
prevent these missteps.
Why does a blind spot this big exist in the field of
education? My guess is that it's because we've never
known any other way. However, the curricula-review
organization EdReports.org provides plenty of
reputable information on strong materials.
Most of us who attended traditional teacher
education programs were required to prepare quite
a few lessons to teach for the purposes of evaluation,
but never an entire year's worth that makes
connections from the previous grade and leads to
the next. If we were lucky, the schools in which we
were placed had an aligned curriculum to guide our
efforts. However, most of us were on our own. We
stayed up night after night planning lesson after
lesson to the best of our abilities.
If teachers are working independently in silos, they
can hardly achieve the type of vertical coherence
across grades needed to develop mathematical
concepts, for example. The same is most likely
true for the knowledge building required to bridge
reading comprehension gaps.
Another unfortunate aspect of this fractured
lesson planning is the lack of efficiency it places on
already overworked educators. If a district with 100
3rd grade math teachers doesn't provide an aligned
curriculum, then 100 teachers are left to fend for
themselves. There will be 100 3rd grade math
teachers planning 100 different variations of 3rd
grade math for students in the same schools and in

24 | EDUCATION WEEK | September 4 , 2019 | www.edweek.org/go/opinion

the same district.
What happens if a student moves from one
school to the next? What if teachers use different
vocabulary to describe math concepts? Just imagine
the opportunities for collaboration that could occur
if those 100 teachers were working from the same
playbook. When you consider this at scale, across
districts and states, it is no longer a surprise that our
national achievement rates are relatively stagnant.
Raising achievement should at least begin with
making sure our students are being taught content
that represents the expectations of their grade. Take
a look in classrooms at your school. If teachers are
being asked to pull everything together on their own,
there is likely significant room for improvement
when it comes to having greater alignment to your
state's academic standards.
Could teachers plan a demanding, aligned, and
coherent curriculum? They certainly can with
enough time, training, and resources. However, is it
the best use of time for teachers to develop what they
are going to teach, or should they spend more time
tailoring an already planned and aligned curriculum
to their individual students?
One option forces teachers to spend the lion's share
of their time on creating content; the other releases
them to think about content in the context of their
individual students. I believe that district leadership
should provide teachers with strong resources and
allow them to utilize their skills and abilities to focus
on teaching students, not creating curriculum.
Curriculum adoption isn't the answer to all of the
challenges in education. However, it is a vital part of
an equation that can't be solved without it. One of my
colleagues uses an interesting analogy about houses
to explain the importance of curriculum in creating
an aligned system: You wouldn't construct a house
on an insecure foundation, nor should we try to build
our education system without stopping to make sure
the footings of aligned content are in place.
Once teachers have a sound curriculum, they can
move on to the more challenging components of
building their capacity as educators. But it all starts
with an honest assessment of the ground on which
we are currently standing. n

"

The
prevalence of
misaligned
materials is
not the fault
of teachers."


http://www.EdReports.org http://www.edweek.org/go/opinion

Education Week - September 4, 2019

Table of Contents for the Digital Edition of Education Week - September 4, 2019

Education Week - September 4, 2019
Quality counts: Grading The States
Open-Source Science Curriculum Makes Debut
Are Schools Required To Be Trauma-Sensitive?
Google Tool Fuels Debate About Teaching Writing
Briefly Stated
In Battle Against Bullies, Schools Target Parents
Teacher-Drivers Keep Wheels On the Bus Going Round
What the Research Says
What Are Threat Assessments And How Do Schools Use Them?
The Challenges Ahead For Advanced Placement
School Leaders: Avoid This Move
Letters to the Editor
EdWeek Top School Jobs
You Skipped a Step’
Education Week - September 4, 2019 - CA1
Education Week - September 4, 2019 - CA2
Education Week - September 4, 2019 - Google Tool Fuels Debate About Teaching Writing
Education Week - September 4, 2019 - 2
Education Week - September 4, 2019 - Briefly Stated
Education Week - September 4, 2019 - 4
Education Week - September 4, 2019 - In Battle Against Bullies, Schools Target Parents
Education Week - September 4, 2019 - What the Research Says
Education Week - September 4, 2019 - What Are Threat Assessments And How Do Schools Use Them?
Education Week - September 4, 2019 - 8
Education Week - September 4, 2019 - 9
Education Week - September 4, 2019 - 10
Education Week - September 4, 2019 - 11
Education Week - September 4, 2019 - 12
Education Week - September 4, 2019 - 13
Education Week - September 4, 2019 - 14
Education Week - September 4, 2019 - 15
Education Week - September 4, 2019 - 16
Education Week - September 4, 2019 - 17
Education Week - September 4, 2019 - 18
Education Week - September 4, 2019 - 19
Education Week - September 4, 2019 - 20
Education Week - September 4, 2019 - 21
Education Week - September 4, 2019 - 22
Education Week - September 4, 2019 - The Challenges Ahead For Advanced Placement
Education Week - September 4, 2019 - School Leaders: Avoid This Move
Education Week - September 4, 2019 - Letters to the Editor
Education Week - September 4, 2019 - 26
Education Week - September 4, 2019 - EdWeek Top School Jobs
Education Week - September 4, 2019 - You Skipped a Step’
Education Week - September 4, 2019 - CA3
Education Week - September 4, 2019 - CA4
Education Week - September 4, 2019 - CW1
Education Week - September 4, 2019 - CW2
Education Week - September 4, 2019 - CW3
Education Week - September 4, 2019 - CW4
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