Over at another blog about school, Chris asks what’s curriculum got to do with [the proficiency gap]?
I don’t know what the curricular options out there are, though, and I don’t pretend to have any special expertise in evaluating them. But at some point, if we are continually unhappy about the gaps we’re seeing in our students’ proficiency data, how should the board go about assuring itself that our curricular choices are not playing a role in the problem?
It seems to me that the board is in a difficult position. I don’t see how the board can independently reassure itself about curricular–and instructional–choices not playing a role in the problem of persistent proficiency gaps. The information and data the board needs to make that assessment, to the extent the district is collecting it, is entirely within the hands of the administration.
This means that it is the administration that must reassure the board that curricular and instructional choices are not playing a role in a proficiency gap. Is the administration providing adequate reassurance on this issue through the curriculum review process?
Consider the science curriculum review report presented to the board earlier this fall. Ask yourself how many of the listed strengths of the program have anything to do with whether students are actually learning science? [Hint: student enjoyment, activity, collaboration, and technology use are poor proxies for learning.] Ask yourself why there are proficiency gaps when teachers and administrators are in agreement that instruction is being differentiated to meet the needs of students in the classroom and what that means for the likelihood of them effectively evaluating whether curriculum and instruction plays a role in the proficiency gaps? Ask yourself whether there is any attempt to evaluate whether outside tutoring or parental help plays a significant role in determining how much science students are learning?
Whether or not you think the administration is providing adequate reassurance, this issue presents an interesting oversight problem for the board. How can the board effectively evaluate and direct the efforts of the superintendent with regard to curriculum and instruction if it is dependent upon the superintendent and his staff for information about the effectiveness of curriculum and instruction decisions made by the superintendent and his staff?
The most important thing for directors to do, I think, is to independently read up on curricular and instructional trends so that they can think critically and ask questions about the information presented to them by the administration. Directors won’t have time to become curriculum and instruction experts, but I don’t think they need to be experts to represent the community and hold the superintendent accountable for results. They just need to be willing to keep asking questions until they get the answers they need.