Q. What constitutes “critical mass” in terms of support needed for curriculum mapping?
A. A school’s administration must throw its full weight behind a curriculum mapping project. Administrators need to model genuine enthusiasm for the initiative. More important, they must make it a high priority to provide time for faculty members to work on curriculum mapping and to make it a focal point for the school. Mapping can- not become just another add-on. In regards to faculty support of the initiative, I gener- ally follow the 60/30/10 principle: If 60 percent of the faculty supports it, 30 percent will mildly support it but professionally get on board, and 10 percent will go kicking and screaming; then a school is on target to move forward.
Q. How can curriculum mapping connect with other comprehensive school initiatives and create greater efficiency?
A. During the past several years at Minnehaha Academy, we have focused on areas including writing types across character education, curriculum, diversity, faith and learning, and technology and curriculum. Oftentimes, the task forces or committees working on those types of initiatives will unintentionally disconnect curriculum from their work or will discuss it outside using a review model. Curriculum mapping pro- vides an avenue where teachers can streamline these important initiatives through the curriculum rather than working the initiatives in parallel with the curriculum. We are able to comprehensively examine the preschool through grade 12 experience; to exam- ine the grade-level experience with each initiative; and to inspect the scaffolding of con- tent, skills, and assessments. With curriculum mapping, we have the opportunity to assess and make changes to our curriculum in all of our initiative areas.
Q. Does curriculum mapping take the place of the curriculum review cycle?
A. Curriculum mappingbecomesthe review cycle. There is no longer a need to conduct a review separate from curriculum mapping. The review phases provide a natural oppor- tunity to examine and edit the school’s curriculum.
Faculty Questions
Q. How much information should I include on my curriculum map? Where should my map fall on the spectrum of most broad to most detailed?
A. On the one hand, a faculty member should not include so little that a reader of the map is unable to understand the content, skills, and assessments of a subject. Enough information should be provided to be helpful to all readers. On the other hand, too
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Appendix 5 Frequently Asked Questions and Answers (cont.)
much information can be burdensome to the writer and reader. For example, providing every vocabulary word for a language arts class might err on the side of providing too much detail. The rule of thumb I use with faculty members on their first draft is they should develop the map while keeping in mind the needs of the faculty reader or the type of search a faculty member would conduct while using the database.
Q. What does the term “rough draft” mean as it relates to the first edition of my curriculum map?
A. Some teachers feel general anxiety about writing a rough draft. They want their first draft to be a final product. Each person needs to recognize that future drafts will occur, especially during the review process. There is no need to belabor a first draft when sub- sequent drafts will be required. I also encourage faculty members to map what they really do in the classroom, not what they wish they did. If they try to edit as they write, the mapping assignment becomes more challenging than it needs to be, and it may not represent reality.
Q. Who is the audience that will read my curriculum map?
A. Each school needs to decide. It seems, at a minimum, that the entire faculty should have the ability to view each teacher’s curriculum. It also seems natural to allow stu- dents to view the curriculum maps; however, it should be noted whether students are viewing a draft version or a final version. Finally, a school should decide whether its parent community should have access to all the curriculum maps or to only the curricu- lum maps of their students’ teachers. In this instance, parents should view only final versions. Showing parents curriculum maps allows parents to partner with faculty mem- bers to best serve the students.
Q. When more than one faculty member teaches the same course or class, how should each faculty member map the curriculum?
A. I strongly suggest that each faculty member map independently unless faculty mem- bers have historically worked together to develop and implement curriculum. In that case, I would allow the handful of faculty members to map their shared curriculum together. It is important to remember that curriculum mapping is a tool to show the curriculum reality in the classroom, not to develop a new curriculum and then map it.
Q. How often can a curriculum map be edited during the review process?
A. We agreed to use the curriculum maps that existed at the beginning of each school year. The maps used during the review process came from that preestablished time.
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Appendix 5 Frequently Asked Questions and Answers (cont.)
Individual maps can be edited during the review process, especially as teachers notice natural changes that should occur. At Minnehaha Academy, I have considered archiving the curriculum maps for each school year so I can show progress and can note changes over time.
Q. Because curriculum mapping is a substantial initiative, how will we find the time to do this well?
A. It is imperative that administrators find time for their faculty members. Otherwise, faculty members will see curriculum mapping as just one more “thing on my plate.”
Using the faculty and department meeting time and the professional development days will be great ways to provide time. Providing substitutes, release time, or summer cur- riculum development compensation can be other excellent ways to show that curricu- lum mapping is important and a priority for your school.
Q. Are essential questions a necessary part of curriculum mapping?
A. No. Curriculum mapping can be successfully accomplished without using essential questions, but their absence may inhibit complete curriculum renewal, particularly with an individual teacher’s curriculum. However, many faculty members find such questions quite helpful in their mapping efforts as they align those essential questions with their curriculum’s content, skills, and assessments. Several faculty members at Minnehaha Academy felt that without essential questions they would not have been enthusiastic about moving forward with curriculum mapping. I do not believe essential questions should be a requirement for curriculum mapping but rather should be strongly encouraged.
Q. Why are we doing curriculum mapping? Will it really serve a purpose?
A. Improved curricular communication is the primary reason to use curriculum map- ping. It provides an opportunity to view all teachers’ curricula. With curriculum map- ping, a school doesn’t begin with the end in mind and then make changes to bring about that end. It begins with the current reality and builds toward the vision. In this way, there is greater ownership in this grassroots movement. It is a more natural process. If all curriculum decisions are made with the best interests of the students in mind, a school must begin with an examination of the real curriculum. Only then can the cur- riculum best be renewed.
Appendix 6 Checklist for Curriculum Mapping