Curriculum Map Development Guide

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Curriculum Map Development Guide by Mind Map: Curriculum Map Development Guide

1. Phase One: Planning and Educating

1.1. Committee Members

1.1.1. Superintendents

1.1.2. Curriculum Specialist

1.1.3. Principal

1.1.4. Assistant Principal

1.1.5. Instructional Coach

1.1.6. Kindergarten Mathematic Teachers

1.1.7. Parents and Students

1.2. Summary/Description of Expectations

1.2.1. In this phase, a curriculum development committee is created. The committee will then be assigned to specific roles to develop the curriculum. the committee will be educated on what will be done in the development and how it will be done. The committee will learn about the purpose and benefit of curriculum mapping. The committee will learn about the problems in their curriculum and how they could be solved (Connecticut's Official State Website, n.d.).

2. Phase Four: Reflection and Analysis

2.1. Committee Members

2.1.1. Principal

2.1.2. Assistant Principal

2.1.3. Curriculum Specialist

2.1.4. Instructional Coach

2.1.5. Kindergarten Math Teachers

2.1.6. Students

2.1.7. Parents

2.1.8. Summary/Description of Expectations

2.1.8.1. In this phase, teachers will be meeting on several occasions to reflect on the curriculum and continue to revise when needed (Connecticut's Official State Website, n.d.). Data is gathered to determine if the curriculum was successful in achieving the expected goal. Feedback from both students and teachers will continue to enhance the curriculum (Heidi Hayes Jacobs, 2010).

3. Phase Three: Using the Curriculum Map

3.1. Committee Members

3.1.1. Principal

3.1.2. Assistant Principal

3.1.3. Curriculum Specialist

3.1.4. Instructional Coach

3.1.5. Kindergarten Math Teachers

3.1.6. Students

3.1.7. Summary/Description of Expectations

3.1.7.1. In this phase, teachers will be using the curriculum that was designed (Connecticut's Official State Website, n.d.). Teachers will need time to get used to the curriculum and apply it with their students. Administration and teachers should be aware that this will take a while to get used to.

4. Phase Two: Designing the Curriculum

4.1. Committee Members

4.1.1. Principal

4.1.2. Assistant Principal

4.1.3. Curriculum Specialist

4.1.4. Instructional Coach

4.1.5. Kindergarten Math Teachers

4.2. Summary/Description of Expectations

4.2.1. In this phase, the committee will be using the backward-design model and have the expected result in mind (Ornstein &Hunkins, 2016). Resources that are needed should be identified and assessments should be created to know what is expected from students to learn.