The paper is broken up into 3 components:
Component 1: The need for a Curriculum Improvement Plan consistent with the district mission is documented.
Candidates…
• Describe the importance of the need for action to improve all students’ learning, a Curriculum Improvement Plan that includes meeting needs of English Language Learners (ELL), students from diverse ethnic/racial backgrounds, at-risk students, and students with special needs that is based on the district’s mission statement and the vision for the district.
• Articulate the vision and document specifics of the need for improvement, using district archival data (e.g., School Report Cards, NCLB) related to all students’ performance.
• Assess the degree to which the vision is supported by the district administration, school community, and community served.
• Support the vision for the Plan from at least two (2) “peer reviewed “studies that provide basis for potential promising best practices and curricular design.
Component 2: The Curriculum Improvement Plan is articulated with identified stakeholders and outcomes, and with essential resources allocated.
Candidates…
• Define the stakeholders and next steps to articulate the merit in dedicating district and school resources to this improvement plan.
• Include a detailed resource allocation component identifying specific school and district funding sources and personnel essential to implement the Curriculum Improvement Plan.
• Specifically explain how the Plan and associated actions were researched, how the dedication of resources matches the district vision, and argue the projected benefits in increased learning of both students and their teachers. (Candidates articulate commitment to Professional Learning Community tenets as they apply to Plan implementation.)
• Identify prospective solutions to address the need the Plan is designed to meet.
• Describe provisions to be used for essential collaboration with families and other members of the school community that demonstrate assessment of community interests, needs and strategies to mobilize support among stakeholders for necessary access to community resources.
Component 3: Steps and elements of Plan implementation are sequenced, including strategies for reducing anticipated barriers to implementation, implementation timeline, and plans for evaluation of effectiveness in resolving the need for improvement of all students’ learning.
Candidates…
• Describe at least three of the potential barriers they likely will encounter during Plan implementation, and the strategies they will use for barrier reduction; strategies must be based on integrity, fairness in response to the needs of all stake holders, and ethical and legal principles.
• Develop an evaluation instrument for the Curriculum Improvement Plan that assesses its success from the perspectives of district administrators, and all school/community stakeholders. The Improvement Plan in its final form and evaluation methodology plan is focused on success for all students (see Component 1) and demonstrated understanding of the political, economic, social, legal and cultural context in which the Plan will be implemented.
• Represent the implementation of the Plan on a projected timeline that includes both formative and summative evaluation of the results.
