Escolar Documentos
Profissional Documentos
Cultura Documentos
Michael Miller
Edison High School, in the Minneapolis Public Schools district, serves about 750
students in Northeast Minneapolis. This very diverse high school includes a student population
that is 49.5% black, 18.8% Hispanic, 17.3% white, 10.5% Asian/Pacific Islander and 4%
American Indian (Minnesota Report Card, 2015). These statistics are slightly misleading as the
students labeled black not only includes African-American students, but also includes
immigrant students from countries including Somalia, Ethiopian, Kenya and many more. Edison
High School is further diversified with a student population that is 24.1% English Language
Learners, 28.6% Special Education and 85.4% free and reduced lunch (Minnesota Report Card,
2015).
Sharon Cormany is the International Baccalaureate Middle Years (IB MYP) Program
Coordinator at Edison High School. In her role at Edison, Sharon takes the district mandated
Focused Instruction curriculum and makes it work with the MYP curriculum. This difficult
process involves incorporating MYP components such as the Approaches to Learning and the
Personal Project with the very high paced, district aligned Focused Instruction curriculum. In this
authors interview with Ms. Cormany, it quickly became clear that she has a very active role in
curriculum alignment between Focused Instruction and MYP and plays an important role in
developing the MYP curriculum at Edison, but her role in curriculum development at a district
According to Sharon Cormany, the Teaching and Learning department at the Davis
Center (Minneapolis Public Schools district headquarters) is responsible for developing the
curriculum for the district (personal communication, May 14, 2015). The district wide
curriculum in Minneapolis Public Schools is known as Focused Instruction, which was designed
INTERVIEW 3
to create more consistency across the district because of the transient nature of the student
population in Minneapolis Public Schools. While the Teaching and Learning department was the
driving force behind the creation of Focused Instruction, most of the work for the actually
curriculum development fell on teachers shoulders. Volunteer teachers in the district were the
ones who took on the task of developing common objectives, common assessments and
establishing a sequence and pacing that the district uses (Sharon Cormany, personal
The only real guide for teachers developing the Focused Instruction curriculum was the
state standards. These standards were taken directly from the Minnesota Department of
Education and first turned into learning outcomes also known as learning targets. Once the
desired student outcomes were determined resources were gathered, assessments were developed
and special needs were considered. The new curriculum was shared with teachers via the staff
Intranet thought links on the teaching and learning homepage (Sharon Cormany, personal
communication, May 14, 2015). This author has also experienced training and professional
development during the summer and throughout the school year that was designed to share the
curriculum with teachers and help everyone become more familiar with the requirements.
Through its creating and adoptation, Focused Instruction has become an all encompassing
curriculum that considers the needs of all learners, provides resources and lesson ideas to
teachers and establishes a sequence and pacing to be used throughout the district (Sharon
Once the Focused Instruction curriculum was developed and disseminated to the
schools, via the district website, Ms. Cormany had the job of aligning the curriculum to the MYP
Standards and adding global context to the curriculum. Once we (Minneapolis schools) had the
INTERVIEW 4
curriculum I had to add in the global context to give it that world perspective that goes with the
International Baccalaureate program (Sharon Cormany, personal communication, May 14, 2015).
This task involved creating profession development trainings specifically for the Edison staff,
searching for text and other resources that would provide global perspectives and putting an
increased focus on critical thinking skills. This author has seen first hand time and energy Ms.
Cormany gives as she works ceaselessly to ensure that the Edison staff has a proper
One hurdle to the alignment process has been contrasting pacing for the two different
curriculums. MYP requires a deeper level of understanding and critical thinking that simply
takes time, while Focused Instruction has a very rigid pace in order to cover all of the state
standards (Sharon Cormany, personal communication, May 14, 2015). Take World History for
example. The Minnesota State Standards require that a teacher cover pre-history, ancient history,
African history, Asian history, early American history, European history and make it through
globalization all within a single year. This becomes even more difficult when the necessary
elements of MYP, such as global context, critical thinking skills and varied assessments, are
added into the curriculum (Sharon Cormany, personal communication, May 14, 2015). The
concern over pacing and the impact of the high pace on student learning is the greatest concern
In addition to adding the essential critical thinking skills and global context, Ms.
Cormany works to develop and align literacy strategies with the assistance of the building
Literacy Coach. The building goal of Edison High School, as stated in the School Improvement
Plan (SIP), is to improve vocabulary usage and reasoning skills. Adding the necessary literacy
and vocabulary instruction needed to meet the building SIP goal further compounds the major
INTERVIEW 5
concern over pacing and the amount of content and skills that needs to be covered each year. In
order to get the different curriculums to fit together, and to meet all of the different goals, it is
important to use backwards design (Sharon Cormany, personal communication, May 14, 2015).
This process involves starting with what you want the end result or the outcome to be and then
planning each student starting from the end and working toward the beginning. Once the entire
curriculum has been developed and aligned, Ms. Cormany has the difficult job of preparing
professional development for the staff in order to ensure that everyone is prepared and has the
The final positive factor of the curriculum adoption and development process at Edison
that Ms. Cormany shared was the high level of community involvement. When deciding on the
MYP curriculum teachers, administrators, coaches, community leaders and students were all
brought to the table to discuss the idea (Sharon Cormany, personal communication, May 14,
2015). Bringing many different stakeholders into the conversation allowed for a greater sense of
community to be developed at Edison High School. It also ensured that a greater number of
This authors only transformative experience with curriculum came from the idea of
backwards design. When this author began teaching he immediately experienced the
overwhelming feeling that comes with lesson planning day-to-day. Taking very broad state
standards and turning them into daily lesson plans left this author exhausted and wondering if he
would ever be prepared for more than just the next day. Once Ms. Cormany introduced the idea
of backwards design to this author it led to significant changes in lesson planning and curriculum
development.
INTERVIEW 6
Now lesson planning starts by determining what the students will be expected to do at the
end of a unit and working backwards to ensure that the students develop the appropriate skills
and content information they will need to meet those goals. Sharon Cormany states that,
backwards design encourages teachers to focus on the boarder goals, which ensures that the
MYP Approaches to Learning are incorporated in a thoughtful way that promotes higher level
critical thinking (personal communication, May 14, 2015). Backwards design was a
transformation experience that not only helped this author get past the day-to-day lesson
planning, but also allowed this author to incorporate more critical thinking skills and create a
In the beginning of this authors career curriculum was viewed as an open process of
pairing resources and learning activities with state standards to ensure that the students in this
authors classes learned what the state of Minnesota said they need to know. This overwhelming
process was very freeing at first, but became much more defined by the development of Focused
Instruction in the second year of this authors career. After experience with developing Focused
Instruction curriculum in the Minneapolis Public School district, this author has come to have a
more negative view on curriculum and the curriculum development process. This change in view
comes from the lack of flexibility and the intense pacing that this author believes in harmful to
student learning. The balance between covering the required state standards and providing
students with learning activities and lessons that develop critical thinking skills and prepare
students for college is one of the many challenges of the curriculum development process.
Curriculum development is a difficult but important process that requires the work of
highly qualified individuals. Sharon Cormany, the MYP Coordinator at Edison High School, is a
skilled curriculum developer that has successfully aligned the district mandated Focused
INTERVIEW 7
Instruction curriculum with the framework of the International Baccalaureate Middle Years
Program. This process has involved countless hours of planning, researching and coordinating
resources, as well as several meetings with a variety of stakeholders (Sharon Cormany, personal
communication, May 14, 2015). All of the work of Ms. Cormany has paid off as the curriculum
continues to improve each year and the staff feels more comfortable with the curriculum being
References