Once granted CRLA certification, the tutor training programs each have the authority to recognize their tutors as having met the approved ITTPC tutor training program requirements. ITTPC does not certify tutors or tutor trainers, but instead certifies tutor training programs which can, in turn, recognize their tutors who have met all of the requirements of their tutor training program. History Infollowing a national conference, a team was formed to propose and create a formal tutor training program standard for programs in the US and Canada.
They must be built with a vision for how individual educators can support the achievement of each student through an articulated, seamless curriculum.
Schools in District Five of Lexington and Richland Counties, a district close to the capital city of Columbia, South Carolina, are building their learning community using the tools provided in curriculum mapping. The history of the district shows how curriculum mapping was used to build a cohesive learning community.
This chapter describes the support beams, processes, professional development, critical elements, obstacles, map development, and ways the process was sustained. The key points of the blueprint, presented as a closing summary, will remind readers of how important mapping tools can be in building a collaborative learning community through the development of a cohesive curriculum.
History of the District School District Five is composed of nineteen schools that serve almost 16, students from child development through adult education. District schools are located in three distinct communities: Irmo, Chapin, and Dutch Fork. Historically, the communities were relatively homogenous in socioeconomic and demographic aspects.
Equal resources have been provided for all schools, and excellence was expected and achieved. Schools in District Five led the state on all standardized measures of achievement for many years. More than 90 percent of students have attended college, and rarely did a student fail the state's high school exit exam.
In recent years, however, District Five has seen dramatic demographic shifts.
A housing project in nearby urban Columbia closed, and many residents relocated to suburban areas, including the area served by the district. In addition, land development in one of the high school attendance zones pulled upper-middle-class families into another high school's attendance zone.
Those population shifts produced more heterogeneous schools and resulted in different challenges. One school moved from 15 percent of the students receiving free and reduced-price lunches to more than 50 percent in a few years.
Another school experienced a 35 percent transience rate, when more than one-third of the school's children who participated in state testing in the spring had not been enrolled the previous August.
Such changes challenged district leaders to address new curricular and instructional issues to ensure that high expectations and student achievement remained strong. District leaders searched for solutions and found that curriculum mapping provided useful tools to help build a strong, cohesive learning community.
We can compare the tools of curriculum mapping to those on a worker's tool belt see Figure 2. For instance, curriculum mapping is like a tool belt because it contains or holds information about what a teacher really teaches: The belt is the calendar that organizes the tools.
The belt buckle allows for adjustable pacing throughout the school year. The content hammers in the standards—the nails. The mapping tool drills in essential questions for authentic probing and learning.
The pliers skills hold the content, standards, and assessments together. The screwdriver turns content into knowledge. The measuring tape can be used to assess student buildings products. A Tool Belt for Teachers. As part of that two-year staff development initiative, instructional leaders noticed some serious disconnects between what was expected of students and what they were taught.
Each teacher decided which standards to address and what experiences to provide. Therefore, the quality of each student's learning depended entirely on what a teacher decided to emphasize. The lack of horizontal consistency across schools and vertical continuity within schools created a major barrier to quality.
In addition, once teachers in School District Five developed district standards and aligned them to state standards, the volume of standards was immense.
In the 7th and 8th grades alone, more than 1, standards existed in the core subject areas!
The district needed a plan for building a strong, cohesive curriculum. Although School District Five adopted high academic standards and the most rigorous curriculum materials available, some teachers did not embrace the district's curriculum, claiming that students were not able to do the work.Part I: Introduction--What inspired my argumentative response?
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Getting Results with Curriculum Mapping. Edited by Heidi Hayes Jacobs.
Table of Contents. Chapter 2. Use of Curriculum Mapping to Build a Learning Community. Turnitin provides instructors with the tools to prevent plagiarism, engage students in the writing process, and provide personalized feedback.