Curriculum Development Cycle

Common Agreements:

• The Office of Teaching and Learning, which includes the Curriculum Coordinator and the Instructional

Coaches, will be aligned in their guidance of the curriculum review cycle including the adoption of disciplinary standards and resources.

• The Office of Teaching and Learning will facilitate the development and documentation of unit plans through Understanding By Design (UbD) Stage One.

• The Office of Teaching and Learning, Learning Coaches, and Sectional Administrations will build the capacity of teachers to develop and implement a high quality curriculum.

• Sectional Administrations, which includes the Principals and Associate Principals, will be aligned in their understanding of quality curriculum and will ensure the documentation and delivery of UbD

Stage Two and Three.

• Teachers/Teaching teams will develop and document unit plans for UbD Stage Two and Three.

• Teachers/Teaching teams will regularly collect, moderate and annotate benchmark/common assessment exemplars of student work to inform instruction and demonstrate student achievement.

• Collectively, through the use of a centralized curriculum hub and review process, all AISC educators will contribute to programmatic improvement and alignment to ensure a guaranteed, viableb and dynamic curriculum.

Final Phase

• Engage in reflection on the process. • Write a detailed written articulation of the curriculum work completed by the team and the changes that have resulted from the process.

Vision Phase

• Develop proposed scope of work • Engage in research to support proposed change • Write or revise discipline philosophy statement • Review relevant standards to make recommendation to maintain or adopt new standards.

Action Phase

• Use the developed scope and sequence, assign standards to units. • Develop units using the UbD Framework. • Engage in unit reflection & update documentation

Planning Phase

• Draft timeline for remaining steps in the development process. • Refine initial budget, identifying specific costs and resource needs. • Identify specific professional development needs. • Create a scope and sequence of new standards or adjust current scope and sequence if change is not school wide. • Ensure that report card "reporting standards" or strands are amended as appropriate.