In March, I received an email inviting me, as a veteran Algebra I teacher, to participate in our district’s new curriculum academy. This five-week program, held after school for three hours each week, offered a stipend, dinner, childcare and the chance to collaborate with teachers across the district on curriculum development and decisions.
Our district had already adopted a highly rated math curriculum. The purpose of the curriculum academy was not to select a new instructional resource but to ensure teachers had the support needed for implementing this math curriculum the next school year.
It aimed to ensure high-quality instruction, organize standards into a viable pacing guide, gather teacher input on the written curriculum, and embed curriculum-based professional learning for all participants.
A typical curriculum academy session
We started by collaborating as a group of Algebra I teachers from all five high schools and the virtual academy to decide the order in which to teach the units. Standing in a circle, we discussed the pros and cons of various sequences.
Our district math coordinator served as a moderator of this discussion. She asked and answered questions and posed scenarios. Ultimately, she left the decision about the order of the units to us as teachers.
She also graciously empowered us to make various decisions throughout the curriculum academy about common assessments, lessons to adjust to ensure alignment with standards and appropriate instructional strategies. After much discussion, we came to a consensus and agreed on an order that we felt would maximize student access to challenging content.
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Next, we split into groups of two or three to work on unit guides. We chose the units we felt most passionate about, selecting lessons from the new curriculum that aligned to the Missouri Algebra I Standards and creating lessons for standards not addressed in the curriculum.
We were thoughtful about timing, assessments, and challenges students might face. We organized these resources into comprehensive unit guides and shared strategies that had worked in the past.
Outcomes of the curriculum academy
Our curriculum academy was originally planned for five weeks in the spring but continued with a full-day session in the summer and two after-school sessions in the fall. Three key outcomes stand out:
- Effective professional learning: Teachers learned so much about the instructional materials and how to use them effectively. We gained a greater understanding of math content, pacing, and how to meet the demands of teaching all essential standards within realistic time frames.
- Teacher empowerment: The design of this experience was truly teacher-led. Teachers are experts in student learning, but curriculum decisions are often made by people outside the classroom. The Curriculum Academy gave us a sense of pride and ownership in the instructional materials we use every day.
- Practical tools and alignment: The unit guides and common assessments we produced are incredibly useful. They help teachers prioritize instructional tasks and make everyday decisions. The common district assessments allow for continuity when students transfer schools, ensuring no gaps in learning.
Lasting benefits for teachers and students
When teachers are empowered to make decisions about curriculum, students benefit in lasting ways. Students engage in learning experiences vetted by teachers who understand the depth of teaching and learning. They encounter aligned assessments and thoughtfully sequenced lessons that set them up for success.
Teachers also benefit from this collaborative work. We left the curriculum academy rejuvenated by the opportunity to work together and inspired to improve outcomes for all students in our district. We felt connected, supported and better prepared to tackle the challenges of teaching.
Empowering teachers through initiatives like the curriculum academy doesn’t just improve curriculum—it transforms classrooms.
