No school operates without a curriculum. Fundamentally, aA curriculum is an essential part of the education system (Bradford, Kenneth, & Helen, 2017). A well-set curriculum contributes enormously to a good education. Additionally, it eases the learning process for the teachers and the learners. However, various schools have various curriculums set by various people in diverse ways. Nevertheless, quality education remains the core purpose of all the curriculums in education institutions (Armstrong, 2006). This paper is oriented towards comparing curriculums of different states, districts, and schools to the research of the best practice. Most successful schools are those that comply with the education best practice strategies and policies.
Who makes the curriculum decision? In schools like Merced Union High School, the curriculum decision is made by a special council that comprises of one administrator and two teachers while in anotherothers school like the Helena Public School Districts and Loudoun County School, the curriculum decision is made by the state. According to the Journal For The Education of The Gifted, either the council on a special seating or the State makes most schools curriculum decisions (Tiesco, 2005). Iowa School, on the other hand, studies different content areas annually. However, it is important to include principals as well as teachers in the making of the curriculum for this is what is in accordance with the education best practice. Hence, all the four schools ensure that the teachers and administrators have a say in the curriculum decisions.
How often is the curriculum reviewed? For some schools and states including the Merced Union High School in California, the curriculum is revised when the need arises whereas other schools like Iowa, Loudoun, and Helena have their curriculum reviewed in accordance to the state standards review schedule, which takes place after an average of 6 years. Education is a dynamic phenomenon that may always require updates and that is why all the four schools take reviews into consideration (Marzano, 2003). A review is necessary even though the schools always come up with the arrangement of their own lessons and programs on how to run the school in compliance with the latest curriculum.
What are the guiding questions? In the Merced California District, high schools have an obligation of meeting the state standards through the documents they use and the staff they employ. A survey conducted in Helena Public Schools and Sterling VA showLoudoun shows that their guiding questions are more reliant on the students courses and how the learning process (Voogt et al., 2015). The Iowa City High School concentrates more on what the data says about the instructions and the curriculum. Successful schools have achieved positive outcomes through well-designated curriculums rather than the instructional and remedial models. Prosperity in schools is achieved through effective education by use of the right curriculum.
How are assessments devised? In Merced Union High School of California, new curriculums come along with an inbuilt assessment. According to the Journal of Education and Practice, schools at Lowa cityIowa City like the Iowa community learning institution also use this method of devising assessments (Alsubaie, 2016). However, the school’s academic staffs are free to make necessary adjustments whenever applicable. On the other hand, a research at Helena Public Schools and Loudoun reveals that the designing of assessments are entirely the teacher’s responsibilities at the district and state level respectively. Teams of teachers make the assessments. For the best practice, a properly balanced curriculum is more effective in the education system. Consequently, an effective curriculum enables students to connect ideas, master concepts, analyze issues, and apply the knowledge. Curriculums that concentrates on the passing of tests may not be good enough in molding the right professions for the future.
What criteria are used curriculum decisions? In Merced, CA district, the curriculum decisions are subjects of technology and the state. The situation is similar in Sterling VA.Loudoun County School. Moreover, the lowaIowa City Community School derives their curricular decisions from the authors and makes a few additions. An effective criterion for making informed curriculum decisions is based on a wide research from all the worthwhile sources (Armstrong, 2006). Nevertheless, professionalism must hold during the decision-making. This is what the best practice is made of. Helena Public School also adheres to professionalism by using a professional learning committee comprised of teachers to make curriculum decisions.
After a critical analysis of the curriculum in local districts, recommendations are crucial for purposes of improvements and corrections in the education sector. First, determining the efficiency of a program is important before such program is implemented in schools. The main aim for curriculums is to produce quality personnel who are both confident and smart. Second, implementing programs that are compatible with a given school or district. Depending on the social class, nature, and needs of students the curriculum should be customized. Third, curriculum views ought to be done when it is necessary rather than after a period. Corrections should be made when necessary. Waiting for the specific set periods may be ineffective in some cases.
References
Alsubaie, M. A. (2016). Curriculum Development: Teacher Involvement in Curriculum
Development. Journal Of Education And Practice, 7(9), 106-107.
http://files.eric.ed.gov/fulltext/EJ1095725.pdf
Armstrong, T. (2006). The best schools: How human development research should inform educational practice (1st ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
Bradford, Kenneth and Helen Stiff. "Educational Leadership:The Changing Curriculum: Virginia's Common Core Of Learning Takes Shape". Ascd.org. N.p., 2017. Web. 31 Jan. 2017.
Marzano, R. J. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development.
Tieso, C. (2005). The Effects of Grouping Practices and Curricular Adjustments on
Achievement. Journal For The Education Of The Gifted, 29(1), 60-89.
Voogt, J., Laferriere, T., Breuleux, A., Itow, R., Hickey, D., & McKenney, S. (2015).
Collaborative design as a form of professional development. Instructional Science, 43(2),
259-282
