Professional Documents
Culture Documents
Fries
EDL
675
Curriculum
Action
Plan
6/16/13
Curriculum
is
a
set
of
modifiable
performance
objectives
that
are
deemed
essential
for
the
overall
development
of
each
individual
student.
When
thinking
about
my
definition
of
curriculum,
many
questions
entered
my
mind.
Should
incidental
learning
be
part
of
the
curriculum?
Is
curriculum
modifiable
or
rigid?
Should
curriculum
be
individualized
or
more
of
a
one
size
fits
all?
These
are
just
a
few
of
the
questions
I
considered
when
writing
my
definition.
In
order
to
help
me
answer
these
I
questions
I
reflected
back
to
the
discussions
I
had
with
my
table
group
during
the
curriculum
presentation.
I
remember
that
we
discussed
that
curriculum
needs
to
have
some
standards,
and
that
those
standards
need
to
be
essential
for
success
in
that
course.
I
recall
that
we
discussed
how
important
it
is
that
the
curriculum
fits
the
needs
of
each
individual
student,
and
that
there
is
the
option
that
it
can
be
modified
or
adjusted
if
needed.
Over
the
past
couple
of
years
my
definition
of
curriculum
has
evolved
from
a
rigid,
one
size
fits
all
definition,
to
the
one
mentioned
above.
I
have
realized
that
all
of
our
students
are
different
and
while
we
need
to
have
high
expectations
for
them
all,
those
high
expectations
can,
and
will
vary
between
each
student.
I
believe
there
are
basic
skills
that
each
student
must
retain
from
every
course,
but
those
basic
skills
only
make
up
a
small
portion
of
the
total
learning
that
a
student
will
take
away
from
the
class.
Evidence
Meeting
notes
Teacher feedback
Feedback handouts
There
are
many
things
I
would
like
to
get
more
involved
with
that
center
around
curriculum.
One
of
the
major
things
I
would
like
to
target
next
year
is
being
a
part
of
the
Lincoln
High
School
Data
Team
implementation
process.
Data
Teams
are
a
new
initiative
that
is
being
introduced
by
Lincoln
Public
Schools.
The
goal
of
these
Data
Teams
are
to
create
Power
Standards
for
each
course.
A
power
standard
as
it
relates
to
math,
is
a
standard
that
students
need
for
success:
in
school,
in
life,
and
on
the
NeSA-M.
Lincoln
High
will
be
looking
for
certain
departments
to
help
pilot
the
development
of
these
power
standards.
I
would
like
for
the
math
department
to
take
the
lead
on
this
pilot
program.
I
feel
that
we
are
the
core
subject
area
that
is
the
most
ready
to
take
the
next
step
in
curriculum
development.
We
already
have
common
pacing
guides,
common
textbooks,
and
common
assessments.
Our
next
step
is
to
narrow
our
focus
on
those
items
that
we
view
as
essential
for
each
course.
Once
we
have
these
items
identified,
we
can
then
begin
to
focus
on
the
best
instructional
strategies
and
methods
for
teaching
each
item.
There
will
be
many
people
I
will
look
to
for
help
with
the
Data
Team
process.
Mark
Larson
is
in
charge
of
School
Improvement
and
will
be
heading
the
Data
Team
pilot
program.
He
will
be
a
major
resource
and
guide
throughout
this
process.
Matt
Larson
is
the
head
of
Curriculum
for
Mathematics,
and
I
will
utilize
him
while
deciding
on
the
items
that
we
view
as
a
power
standard.
I
will
be
teaming
up
with
Darla
Berks
to
help
educate
our
department
on
the
process
of
creating
a
power
standard.
I
will
also
need
buy-in
and
support
from
the
other
teachers
in
the
math
department.
It
is
always
hard
to
be
a
pilot
group,
but
I
think
our
department
is
strong
enough
to
undertake
the
Data
Team
process.
To
help
with
the
process
of
identifying
the
power
standards,
I
will
be
reading
the
book
Focus
by
Mike
Schmoker.
There
is
a
chapter
in
the
book
that
specifically
focuses
on
Math
and
identifying
essential
outcomes.
I
think
this
will
be
a
valuable
resource
when
trying
to
streamline
our
syllabus
for
those
items
that
we
consider
power
standards.
The
Data
Team
pilot
program
is
important
in
my
development
in
Instructional
Leadership.
The
entire
process
will
focus
on
the
creation
of
curriculum,
the
implementation
of
the
power
standards,
proven
instructional
strategies,
and
assessments
utilizing
research
based
best
practices.
While
I
believe
our
department
is
ready
to
be
a
part
of
this
pilot
program,
there
is
no
doubt
that
it
will
be
met
with
some
resistance.
Many
members
in
the
math
department
are
comfortable
with
the
current
way
our
department
PLCs
operate.
In
the
past,
there
have
been
programs
that
we
have
introduced
to
the
department,
and
after
further
discussion
and
explanation
we
got
everyone
to
buy-in.
I
think
the
Data
Team
process
will
be
the
same
way.
At
first
it
will
seem
like
extra
work,
but
after
discussing
how
this
could
positively
impact
our
students,
and
how
we
need
to
be
leader
in
modeling
quality
PLC
work
for
the
school,
I
believe
we
will
get
the
buy
in
that
is
needed
to
make
the
program
work.
Even
after
we
overcome
the
initial
resistance,
there
are
still
some
risks
to
think
about
when
dealing
with
a
pilot
program.
Will
this
process
make
our
department
better?
Will
we
be
able
to
model
the
process
to
the
rest
of
the
school
if
we
are
successful?
These
are
just
a
few
of
the
risks
that
come
to
mind.
I
believe
the
process
will
make
our
department
better,
but
if
it
gets
to
a
point
where
I
think
we
are
moving
in
the
wrong
direction
I
will
bring
Mark
and
Matt
Larson
in
for
some
guidance.
They
may
be
able
to
offer
suggestions,
or
agree
that
we
need
to
stop
the
program
all
together.
The
risk
of
being
able
to
model
the
process
is
a
good
situation
to
be
in.
If
we
find
ourselves
having
to
do
this,
that
means
the
program
worked.
I
think
we
have
enough
leaders
in
our
department
that
we
would
be
able
to
lead
staff
development
sessions
on
what
we
did
and
what
we
found
to
be
most
successful.
I
have
put
a
lot
of
thought
into
the
Data
Team
process.
I
think
our
department
is
ready
to
take
the
next
step
in
becoming
leader
in
our
school
and
in
the
district.