"A good curriculum is much more than a syllabus, arranging knowledge into manageable chunks; it addresses multiple objectives simultaneously and envisions student experiences that provoke curiosity, fire the imagination, and deepen understanding.

The very best curriculum can become quality instruction only if those who teach it are well qualified and trained, and if they have the time and resources to prepare carefully and do the necessary follow-up. Otherwise they have no choice but to stick to the routines by which most teachers get through the day—what Ted Sizer called "Horace's Compromise."¹

To summarize, if students are to achieve the higher standards soon to be proclaimed, they will need a strong curriculum. That means we must have the finest possible materials and plans on paper—but also that teachers must be in a position to turn those plans into reality."

Adapted from: Educational Leadership, Volume 50, Number 8, May 1993, The Changing Curriculum, Overview / The Curriculum Connection, By Ron Brandt

¹T. Sizer, (1984), Horace's Compromise: The Dilemma of the American High School, (Boston: Houghton Mifflin).

Components For Systemic Change

• Budget

  • Budget Includes incentives and equipment tied to Student Progress Initiatives and to the Principles of Accountability for Integration Techniques

• Staff Development & Mentoring

  • On-going, nurturing, and accountability

• Curriculum Standards

  • Best practices and research-based

• Multi-tiered Criteria-based Performance

  • One size does not fit all

  • Integration techniques should recognize "what is" & then should develop the teacher 

• Incentives for each level of utilization (Basic - Innovative)

  • Tier 1: Access in the classroom to Internet resources and a center with technology tools

  • Tier 2: Teacher laptop and appropriate productivity software

  • Tier 3: Additional classroom computers & equipment for innovative projects

• Accountability

  • Mastery Levels

    • Basic Skills - Drills & Consumer-level software (AR, Math Blaster, Science Sleuths)

    • Supplemental Tools -- Application software (Word Processing, Spread Sheet Assignment) 

    • Integrated Skills -- Productivity Enhanced by Technology (Integrated lesson plans throughout campus)

    • Competency -- Technical Expertise & Quality Productions (Project-based learning)

    • Innovative -- "Thinking Outside the Box" (Student-centered projects that are uniquely exceptional) enhanced by Outside System (Professional Experts, Agencies, Higher Education)

  • Formative & Summative Evaluations

    • Using peer, self, & project evaluations

    • Highlight best practices

    • Mentoring / Coaching

• Dynamic Evolution

  • Life-long Improvement

  • Quality 

  • Innovation (Thinking "outside the box")

  • Re-thinking, Refine, & Adjust

The Texas Professional Development and Assessment System (PDAS) as an evaluation tool, does not afford concrete accountability for levels of expertise and utilization of technology in any of the domains.  

Exercise:  Create a rubric that would award from 1 to 4 points to teachers facilitating the use of technology for student progress.

Exercise:  Create an Accountability Rubric for PDAS:

Level 1 (1 point)	Teacher demonstrates the use of technology (i.e. projects a PowerPoint presentation for students to gain understanding over course content.)
Level 2 (2 points)	(fill in)
Level 3 (3 points)	(fill in)
Level 4 (4 points)	Student selects topic, devises question or defines problem, conducts research, analyzes information, organizes & interprets data, communicates, and defends position using technology to enhance each step of the project.

See Arp Independent School District's 3 Levels of Competency

Resources:  Creating an Interactive  Web Project

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