Curriculum Mapping

Curriculum mapping allows the educational program to more directly meet the needs of students, teachers, and the surrounding community. It calls into question established framework and refines/replaces it to create "horizontal consistency across schools and vertical continuity within schools". The mapping process creates curriculum that is interwoven, age-appropriate, and congruent with larger learning goals. There is a proportionality that allows students and teachers to understand the value of units and lessons as they relate to these larger goals. The expectations for students remain the same from school to school, grade to grade, teacher to teacher. This does not shackle the classroom teacher, it actually provides them with a sense of professionalism in that they are able to present a united front over what's expected.

To the best of my knowledge, my school does not map its curriculum. Though they may claim to do so, the fact that I don't know is sound evidence that our curriculum has not been mapped. Our district generally pays an individual or pair of teachers to write curriculum over the summer. Teachers can also use this as an opportunity to log professional development hours. Because the process is not collaborative, other teachers are unlikely to buy in. In fact, the singular nature of the writing process prevents departments or grade levels from meeting to discuss commallity. There is no sound process for leading or assessing genuine change.

The process of curriculum mapping is very similar to guidelines for curriculum change. The buzz words: collaboration, assessment plan, stakeholder involvement all ring true in mapping. It calls administrators and authors to launch a feasibility study to assess staff buy-in and community acceptance. It requires a timeline for the phase-in of the new curriculum. It is most important that this timeline have frequent and objectively assessable progress markers. Change leaders must work jointly with stakeholders to create goals and sub-goals for the change. The rationale must be clearly stated and accepted if parents, teachers and students are to invest/assist in the change. Change leaders must analyze a profile of building and community to determine the way change rationale and details might be best disseminated. Leaders must plan for contingencies and hurdles. Staff acceptance is not guaranteed and many teachers are resistant to change. There must be a specific plan in place for redirecting these teachers towards curriculum mapping. Part of their frustration might be a result of inadequate training. It is critical that all staff are presented with a plan for staff development that is paired with the unveiling of the new curricular agenda. A checklist such as that provided in the reading helps to keeping teachers on task and aware of the big picture. It is also useful to provide authentic examples of curriculum mapping in other districts. Lastly, it is unreasonable to expect curriculum mapping to be an overnight success. In its planning time must be allotted to assess its effectiveness throughout implementation. By hearing the input of stakeholders, school leaders will be able to tailor this new curriculum map to more effectively meet the needs of children.