About This Course
There are many research-based models designed to cultivate curriculum and instruction decision making. This includes creating an environment where educators and students are involved in the act of learning, including: students as learners, teachers as learners, teachers as designers of student learning, personalized professional learning, and students as co-decision makers with teachers about their learning.
The curriculum mapping model, based on Dr. Heidi Hayes Jacobs’ work (1997, 2004, 2006, 2008, 2009, 2010), synthesizes aspects of traditional and contemporary models that focus on recognizing and enhancing learning, assessing, and teaching. Dr. Jacobs embraced the earlier mapping work of Fenwick English by articulating types of curriculum maps, as well as the need for vertical and horizontal alignment, cyclic reviews, and ongoing curricular dialogues.
Curriculum mapping training is provided as a series of sessions based on the private and/or public school educators’ identiﬁed level of understanding. Recognizing that mapping is an ongoing process, this training supports the active engagement and collaborative participation in an organization’s ongoing curriculum, assessment, and instruction decision making. As the moral of The Tortoise and the Hare conveys: start slow and purposeful to reach sustainability. Throughout this program, educators will learn how to be purposeful in mapping for both short- and long-term educational gains.