Curriculum Equity by Any Timeline Necessary

DCs Have Always Done What Was Requested

Under the direction of administration, department chairs have never failed to deliver the work asked of them in the pursuit of district wide curriculum equity:

They have long been asked to engage in job-alike meetings between both schools.

They do.

They have been asked to thoughtfully and thoroughly complete charts on “guaranteed and viable curriculum.”

They did.

For the first time, just prior to the end of this past semester, they were asked to create a comprehensive plan, with timelines, deliverables, and benchmarks to continue the work toward a common curriculum.

They delivered.

A Tale of Two Plans

Introduced on Saturday  January 5th, district administration published its first recommended timeline for curriculum equity. Their plan by title appears intended for implementation by administrative curriculum directors rather than current building-level department chairs. A review of Board documents presents an administrative plan that mirrors the department-chair created plan requested only a few short weeks ago. The only difference being the lack of detail in terms of departmental specifics (since only building-level department chairs have that level of knowledge) and even more aggressive dates.

If the plan titled “Curriculum Director (CD) Deliverable Template” is the desired path of administration and the Board, then it should either serve as feedback for the department chair plan or as the approved and mandated plan for the current DCs to begin implementing with their teams of teachers.  As always, our department chairs are collaborative professionals who consistently deliver exactly what is asked of them. That is what they have done with their plan for equity.

DCs Are the Best Answer

The “Curriculum Director (CD) Deliverable Template” was created by District administration given that administrative curriculum directors have not been approved or put in place. Nothing in the administration’s plan makes the hypothetical administrative curriculum directors more capable than our current building-level department chairs to achieve this plan for equity.

If administration views this plan as achievable within the parameters for the program of studies, course registration, textbook adoption, and other timelines that impact achieving equity, then the current building-level department chairs with critical knowledge of District 86 procedures, curriculum, students, and teachers are best suited to successfully implement it.