Curriculum Action Plan

Part 1: Definition of Curriculum

Curriculum consists of the effective implementation of research-proven resources
and rich learning experiences that are differentiated for all learners. Critical components
also include an instructional path as well as assessments that reflect best practices for
maximizing student knowledge, skills, and literacy--all guided by district, state, and
national standards for achievement. Relevant and meaningful staff development for the
teacher is critical.
In developing my definition of curriculum, I considered the interdependent nature
of three essential componentsincluding content, standards, and assessment.
Connection was also made through our class discussion between intended and attained
student learning with implementation of curriculum by the teacher as a constant variable.
In other words, how a teacher delivers essential learning in the classroom is just as central
to the definition of curriculum as the resources that are used.
My definition of curriculum has expanded extensively during my three years in
the high school classroom. While a consummate list of elements to be included in
curriculum can be debatedan overarching question remains that may be represented by
a metaphor. The scales of justice ask us to consider whether our curriculum is
equitable (the same for all students) and if all students have the same opportunity to
learn. Differentiation in the classroom may be the gold standard for individualized
learning that gives all students access to the curriculum--but budget constraints and
programming decisions at the building/district levels help determine how learning
opportunities may actually look.

Part 2: Curriculum Action Plan

Targeted learning goals to increase my understanding of curriculum include:
conversations with other high school special education teachers (outside of my building)
who teach the same classes to share ideas and resources; relevant field experiences for
students in my &Communication Skills class that include visits to local radio/
television studios; and the inclusion of communication theories and projects to further
develop media literacy. The support of my school administrators, collaboration with
district colleagues, and a variety of communication theory texts and internet resources
will help support my goals.
My curriculum goals are linked to Instructional Leadership outcomes through
strategic collaboration with other educators that supports an inclusive community of
learners. Key actions taken will include communication to connect with other high
school special education teachers, development of a framework for sharing ideas (outline,
questions, etc.), and reading selected materials to inform lesson plans that promote media
literacy, and critical thinking. Anticipated resistance may include lack of time or
willingness from other teachers. However, other teachers are likely to have the same
needs that I have due to lack in district-provided materials or standards for adjusted
classes. There are always risks that students may struggle or not connect with various
learning activities. An effective teacher addresses risk through continuous assessment
(formative, summative, and anecdotal) with responsive and ongoing curriculum
development.