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GVC

TSD Guaranteed and Viable Curriculum

 

TSD Board Policy

The Thompson School District considers curriculum to be a blending of standards, content, instructional practices, career awareness, exploration and pathways, assessments, and a menu of appropriate instructional resources. Curriculum development includes standard alignment, development of competencies, design of performance-based assessments, adoption, modification, or deletion of specific programs or courses, the design and evaluation of proposed pilot programs or courses, and the selection of compatible and appropriate instructional materials.

The process of maintaining a relevant and up-to-date curriculum shall be guided by the district’s mission, goals, strategic plan, and graduation requirements, as well as by the district's academic standards and expectations for student achievement. The curriculum development process should embody a philosophy of continuous improvement, involve broad-based input from different district constituencies, allow and encourage creativity and innovation, consider reliable and current educational research, provide for the fulfillment of varied student needs, and direct the selection of instructional materials. Evaluation shall be an integral and essential component of curriculum development.

References DuFour, R., & Marzano, R. J. (2011).  Leaders of learning: How district, school, and classroom leaders improve student learning.  Bloomington, IN: Solution Tree Press.  Marzano, R. J. (2003).  What works in schools: Translating research into action.  Alexandria, VA: Association for Supervision and Curriculum Development.

GVC Logo, square, blue

“If schools are to establish a truly guaranteed and viable curriculum, those who are called upon to deliver it must have both a common understanding of the curriculum and a commitment to teach it.” —Richard DuFour and Robert Marzano

 

“One of the most powerful things a school can do to help enhance student achievement is to guarantee that specific content is taught in specific courses and grade levels.” —DuFour and Marzano, 2011, p. 89