This infographic guides you through the Curriculum Map Review Process. There are 8 steps within the process that schools can review and what exactly they need to do within these steps.
Once you review the 8-step process, dive into what you should consider when reviewing your curriculum maps explained by Heidi Hayes Jacobs, curriculum veteran.
The above information in the infographic can be summarized by the text information below.
Curriculum map reviews are an 8-step process:
1. Data collection
Curriculum maps are used throughout each class, with teachers adding notes about the curriculum that was actually taught throughout.
2. A review of all maps by all teachers
Each teacher reads the entire grade level, discipline, or school wide map as an editor. Each teacher is assessing their ability to read the map, but no professional judgement or evaluation is made.
3. Small group review
A meeting with 5-8 faculty members made up of diverse grade levels and departments. This lasts 60-90 minutes and the goals are to share individual findings and record questions based on the first read-through. The diverse groups assist in the movement from teacher isolation to professional learning communities.
4. Additional first read throughs and small group reviews
First read throughs and small group reviews are repeated and minor edits are made as necessary to the curriculum maps. The members of the small groups change to encourage new insights into the quality of the curriculum maps. These processes are repeated until a small group review determines that there are no more changes to be made to the curriculum maps or the suggested edits have already been made in a previous review.
5. Large group review
The entire faculty comes together to examine the findings of the small group review. This is facilitated by members of the leadership team. This meeting should last 90-120 minutes, with a focus on ensuring that each teacher is able to read the map, and gaps in the curriculum have been adequately addressed.
6. Identification of immediate revision points
Critical curriculum map issues should be identified that are not easy to solve with minor editing. A timetable should be created to resolve these points, and the appropriate teacher or administrator should be appointed to make the relevant changes. These revision points should be implemented before the curriculum map is used again.
7. Identification of points requiring additional research and planning
Less critical or more complex curriculum map issues should be identified. A timetable should be created to resolve these points, and the appropriate teacher or administrator should be appointed to make the relevant changes. The timeline for resolving these issues may be longer and may require support from the entire district. Ideally, these issues should be resolved before the next review cycle, to be implemented into the following year’s curriculum maps.
8. Planning for the next review cycle
Curriculum map issues that have been identified should be added to the next review cycle’s agenda. It should be ensured that immediate revision points have been adequately addressed. Other curriculum map issues that have not yet been addressed should be reprioritized and the team should identify whether this is still a relevant issue.
These review steps are meant to determine areas for immediate revision as well as areas for long-term planning.
Consider this when reviewing maps:
- Are we happy with the skills and knowledge we impart?
- Do they reflect what we believe our students need for success?
- Should we assess what we value?
- Do we use a variety of assessments of increasing sophistication?
- Can we identify areas that need our combined efforts to create smoother coordination for our students’ learning?
- Is the curriculum map easy to read and follow from an outsider’s perspective?
- Is it clear to teachers how each component of the map is to be utilized in the planning process?
Common Problems Encountered When Developing Maps
- No clear link between standards and assessments
- Different subjects at different levels of curriculum mapping
- Teachers are not using maps
- Trying to do too much at once