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Phase 3: Maintaining, Sustaining, and Integrating Curriculum Mapping

In this video provided by Curriculum Designers, Inc., Dr. Heidi Hayes Jacobs explains maintaining, sustaining, and integrating curriculum mapping. This video runs 3 minutes and 2 seconds.

Summary

In this video, Dr. Heidi Hayes Jacobs discusses phase 3, sustaining and integrating mapping with Curriculum Designers Inc, Director of Communications Earl Nicholas. He asks Dr. Jacobs to elaborate on integrating and sustaining mapping as a system.

Dr. Jacobs points out sustained and integrated mapping should be dynamic and responsive as it is institutionalized within the school and district. It is no longer a separate activity; rather, it is a way teachers share and work together. Mapping is the tool teachers use to

  • disaggregate assessment data,
  • inform curriculum maps,
  • respond to what is learned about student performance,
  • integrate the assessment and curriculum connection, and
  • conduct faculty meetings.

When integrated in the assessment and curriculum connection, mapping is the way teachers communicate with each other within the school, with their principal, and throughout the district. Mapping becomes the way to generate and share new ideas.

As mapping is institutionalized, consensus maps are essential. Consensus maps provide the ability to agree on where consistency in the curriculum is essential and where flexibility can occur. Consensus maps replace guidelines and lead to a multi-level perspective to mapping. When fully integrated, every teacher, school, and district will have their own maps.

This video runs 3 minutes and 2 seconds.



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