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Click on each step to learn more about it. |
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Using the Design Process to Move Forward
with Curriculum Mapping in BISD's CATE Department
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Click on each step to learn more about it. |
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Step 1: Describe the need/problem as clearly and fully as you can.
CATE teachers need:
A common tool to align our state TEKS for Career and Technology with actual classroom practices,
A way to connect national standards in each professional area to our instructional plan for CATE,
A common research-based planning focus that will enable us to incorporate:
Desired Results
Skills
Assessment
Instructional Strategies
Accommodations/Modifications
A way to connect the learning that is happening in CATE classrooms with the foundations subjects of Language Arts, Mathematics, Science and Social Studies as well as activities in other CATE classes
Tools to enable us to communicate easily with each other and our administrators as well as the professional community about the work we are doing. (With so few CATE teachers at each campus in each program area, our teachers feel isolated.)
A way to model the use of digital technology
A way to be able to revise and adjust our planning efficiently and effectively
A way to share our best practices with new teachers entering the Career and Technology Education field
A process that is designed carefully and professionally
An ongoing, long term plan . . . with a continuous and long term commitment
Funding to support long term, ongoing work
Someone to support us throughout the process and funding to make it happen.
Step 2: Describe the results you want.
CATE teachers want a tool for curriculum development that is:
flexible enough to accommodate our individual program needs in Career and Technology Education yet structured enough to allow consistency in the development of our curriculum work,
useful for organizing and coordinating our curriculum with TEKS and TAKS as well as career and professional standards
will support research-based practices,
easy to use and modify as needed,
really helpful to teachers and principals and coordinators when dealing with curriculum and each other.
acceptable to the district (they will opt to fund it at a later time and allow time for training during the day),
providing ongoing staff development training available for teachers,
top-notch professionally done in every single way,
designed for sharing the quality work being done,
helpful in connecting us not only to each other, but also to the other teachers in foundation areas,
Step 3: Gather information concerning what tool would be most effective in meeting our needs.
CATE staff completed:
Review of samples of lesson plan design from individual teachers
Review of books and materials on curriculum design
Review of BISD's recent development and work on Scope and Sequence binders for foundation courses: Reading/Language Arts, Mathematics, Science, and Social Studies
Review of Heidi Hayes Jacobs' work on curriculum mapping
Discussion with Sandy Antill, Principal of Rasco Middle School concerning their pilot project on curriculum mapping
Examination of curriculum mapping tools at conferences
Review of online materials concerning curriculum mapping
Discussions with CATE teachers concerning their own ideas for quality curriculum development tools.
Step 4: Think of alternative solutions.
CATE staff considered the following:
1. We could follow the same course as the foundation subjects by creating vertical teams to publish new scope and sequence plans for CATE.
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Plus: ® The work would be similar in nature to the foundation courses. ® A plan is already in place for organization of this process. ® There seems to be a degree of acceptance from principals for this scope and sequence work. |
Delta: ® Curriculum design for each CATE area has already been created by the state of Texas. Curriculum centers are available through the state. Why would we re-create what has already been done? ® There are not enough CATE teachers to form the same type of vertical team as the foundation subject areas. ® We want something digital immediately for our use The foundation scope and sequence work is currently hard copy. |
2. We could continue as we are currently doing . . . with each teacher and school and principal setting the standards for their own CATE classes.
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Plus: ® There would not be any additional time required for teachers. |
Delta: ® When you always do what you've always done, you always get what you always got. |
3. We could use an online curriculum mapping program.
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Plus: ® This would provide a ways for us to move with a digital solution immediately. ® Curriculum mapping is a proven best practice tool (i.e. the work of Heidi Hayes Jacobs)-research based ® Rubicon Atlas Curriculum Mapping will support our work. |
Delta: ® There is no funding in the district budget for CATE's curriculum mapping project. ® Additional time for teacher training and implementation will be required. |
Step 5: Choose the best solution at the time.
In
the spring of 2002 the Brazosport ISD CATE Advisory Committee approved
utilization of the Rubicon Atlas Curriculum Mapping program. This program
offered not only a product that met our needs, but also will provide a
structured approach to implementation and training, as well as ongoing
follow-up and support.
A link on the BISD web page was developed for teachers to provide quick access to the curriculum mapping site.
Step 6: Implement the Solution/CATE Curriculum Mapping
Back to the DesignStep 7: Evaluate the results and make necessary changes.
Curriculum planning in CATE is continuous and dynamic!
Evaluation is an ongoing and iterative process for Curriculum Mapping within the CATE department.
Mapping is a continuous, long-term commitment. There will never be a final document from this practice that cements the curriculum.
Each time the teachers work, changes are made for continuous improvement.
Each month conversations are held with Rubicon concerning our Curriculum Mapping program.
We are always ready to modify as needed and are flexible to accommodate better alignments for all of our curriculum.
Our teachers continue grow and learn through this process.
