Curriculum Mapping and Alignment, NCATE Assessment

The aligning of the written curriculum to state standards is an important step in the curriculum development process. Curriculum alignment, as defined by Glatthorn, is the process of aligning the written curriculum, the tested curriculum and the supported curriculum to make the taught curriculum more effective. (2004). In turn, it is hoped that a more effective taught curriculum will prepare students to perform better on the tested curriculum.

South Western School District teachers revised the K-12 Health curriculum in October 2007. Teachers from each grade level collaboratively distributed Pennsylvania state standards across grade levels to avoid duplication and provide a spiral for learning. For the most part, the Grade 3 curriculum was successfully aligned with the Pennsylvania Academic Standards for Health, Safety & Physical Education, as seen in the comparison chart in Appendix A. Three of the fourteen standards are missing from the Grade 3 curriculum, however upon further investigation, it was discovered that the three curriculum goals were included in either the Grade 1 or Grade 2 Health curriculum guide. The Grade 3 Health course has very few resources to be considered supported curriculum. Currently, teachers are developing common units for health courses, which will be the supported curriculum.

The Grade 3 Health curriculum guide includes written objectives and essential questions. These two components provide the “big picture” for the taught health curriculum. The objectives are written at low levels of thinking and should be rewritten to increase the critical thinking and problem solving efforts of students in this area. All objectives appear to be mastery objectives, or essential learnings. (Glatthorn, 2004) T...

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...here is no magic recipe for teaching to achieve a guaranteed outcome (Tomlinson, 2010). The individuality of each student is a variable that teachers must acknowledge and embrace when implementing the written curriculum and sharing the taught curriculum.

Works Cited

Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2009). SuperVision and Instructional Leadership: A Developmental Approach (8th Edition). Alexandria, VA: Prentice Hall. 137-188.

Glatthorn, A. A. (2004). Developing a Quality Curriculum. Long Grove, IL: Waveland Press, Inc.. 27, 49, 54.

Jackson, R. R. (2010). Start Where Your Students Are.Educational Leadership, 67(5), 6-10. Tomlinson, C. A. (2004). The Differentiated Classroom: Responding to the Needs of All Learners

(ASCD). Alexandria, VA: Prentice Hall. 10, 18-19. Tomlinson, C. A. (2010). One Kid at a Time. Educational Leadership, 67(5), 12-16.