Abstract
Because time is one of the biggest limitations of teaching, lesson planning, and curriculum development, K-12 teachers must maximize this variable in their instruction by focusing on central priorities and practicing selective abandonment. One of the best venues for this is the Professional Learning Community (PLC). These groups of teachers must agree on a limited number of content standards, tailor instruction to them, and devise appropriate assessment instruments to gather data on student academic achievement. Even though 47 states have agreed to use the Common Core State Standards, it will take time for common assessments to be developed. Thus, PLCs must work now to align assessments with the new standards. PLCs must regularly review these assessment results data and refine instructional materials to meet student needs. Further, building and district leaders must support their teacher PLCs and avoid the urge to institute new programs until teachers have aligned standards, instructions, and assessment.
DOI
10.15760/nwjte.2011.9.1.8
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Persistent Identifier
http://archives.pdx.edu/ds/psu/25327
Recommended Citation
Aleccia, Vincent A.
(2011)
"Taming the Crammed Curriculum: Selective Abandonment as a Strategy in Professional Learning Communities,"
Northwest Journal of Teacher Education: Vol. 9
:
Iss.
1
, Article 8.
DOI: https://doi.org/10.15760/nwjte.2011.9.1.8