Curriculum Development

We will work with you to create an ideal professional development plan to support your goals and budget.

Schedule PD +1 503 223 7600

Individual Sessions

All our sessions can be conducted onsite or facilitated online over a series of engagements. Onsite sessions are $2500 a day per facilitator, plus travel costs. Our online sessions are offered at $250 an hour, with some sessions requiring a minimum of two hours.

Develop a Standards-Based Curriculum: Identify Power Standards

Onsite: 1 day | Online: 3 two-hour guided sessions + independent work

Audience: Teachers and/or curriculum writers

As standards continue to change, teachers must determine how to best translate standards into effective practices. Power standards provide clarity and consistency around what students need to know, understand and do at each grade level.

Outcomes:

  • Build a common understanding of power standards, how they are used, and why they are important.
  • Determine the power standards for each grade level and/or content area.
  • Develop rubrics to support teachers in integrating power standards into curriculum and instruction.
  • Identify and bundle power standards into clearly articulated units of instruction.
Develop a Standards-Based Curriculum: Create Pacing Guides

Onsite: 1 day | Online: 3 two-hour guided sessions + independent work

Audience: Teachers and/or curriculum writers

A pacing guide is an overview of what is taught throughout the academic year. Pacing guides support consistency within a grade as well as continuity between grades. Analyze the standards and use them as a framework for building your year-long pacing guide.

Outcomes:

  • Review standards alignment best practices.
  • Understand the logical connections between each strand and cluster of the standards.
  • Build a deeper understanding of how standards should be sequenced throughout year.
  • Read, annotate, and discuss content standards to develop standards-based units of instruction.
  • Create a complete year-long pacing guide that identifies where standards are addressed throughout the academic year.
Develop a Standards-Based Curriculum: Unpack Standards
Onsite: 1 day | Online: 3 one-hour guided sessions

Audience: Teachers and instructional coaches

Teachers make sense of standards when they go through steps to determine the overarching understandings, content, and skills embedded within each standard in order to design quality units of instruction.

Outcomes:

  • Review best practices for unpacking standards.
  • Determine the overarching understandings, content, and skills embedded within each standard to ensure overall alignment.
  • Learn how to unpack standards into clear learning targets by articulating what students need to know, understand, and do as a result of a unit of instruction.
Develop Standards-Based Curriculum Using NGSS

Onsite: 1 day | Online: 3 – 6 one-hour guided sessions

Audience: Teachers and/or curriculum writers

Centered around three dimensions: science and engineering practices, crosscutting concepts, and disciplinary core ideas, the NGSS represents a pedagogical shift in science education. The NGSS roots scientific knowledge in the application of process, uses phenomena to prompt investigation, and encourages students to connect learning to its real-world application.

Outcomes:

  • Familiarize your team with the NGSS framework.
  • Discuss the pedagogical shifts inherent in the standards.
  • Review how to read, bundle, and unitize the standards.
  • Explore resources to construct high-quality NGSS-aligned curriculum.
  • Begin to develop an NGSS-aligned unit of instruction.
Develop Standards-Based Curriculum Using C3

Onsite: 1 day | Online: 3 – 6 one-hour guided sessions

Audience: Teachers and/or curriculum writers

Inquiry, collaboration and strong literacy skills are the foundation for the College, Career and Civic Life Framework, known as the C3 Framework for Social Studies. The C3 framework is not merely an add-on to instruction, but a significant instructional shift that allows students to approach content from the lens of historians and social scientists, making learning authentic and connected.

Outcomes:

  • Gain a comprehensive understanding of the four dimensions of the C3 framework for Social Studies.
  • Investigate the instructional shifts needed to bring the dimensions to life in the classroom.
  • Explore resources that support C3-aligned instruction and embed disciplinary concepts within the broader inquiry arc.
  • Develop a unit of instruction aligned to the C3 Framework.
Support Teachers as Curriculum Writers

Onsite: 1 day | Online: 3 – 6 one-hour guided sessions

Audience: Teachers and/or curriculum writers

Strong curriculum should first identify what students need to know, understand, and do as a result a unit or course. Once these learning goals have been clearly established, teachers can craft the activities and learning experiences that will engage students and develop the knowledge and skills necessary for success.

Outcomes:

  • Explore curriculum development based on your school or district’s approach to unit design (standards-based, backwards design, thematic, inquiry-based, mission-driven etc.).
  • Practice and apply strategies to outline what students need to know, understand, and do.
  • Develop one unit of instruction.
Strategies for Engaging Students in the Standards of Mathematical Practice

Onsite: 1 day | Online: 3 – 6 one-hour guided sessions

Audience: Teachers and/or curriculum writers

Centered around processes and proficiencies, the Standards of Mathematical Practice provide the framework to guide teachers in 8 areas that students must engage to develop mathematical thinking and understanding. Focusing on these standards, teachers utilize variety in strategies and more complex learning experiences that students can utilize in higher level learning and everyday life.

Outcomes:

  • Deepen your understanding of the Standards of Mathematical Practice.
  • Explore teaching strategies and learning activities that reflect the instructional shifts in the mathematical standards.
  • Connect the mathematical practices to mathematical content to reflect a focus on conceptual understanding in mathematics instruction.
  • Develop standards-aligned performance tasks, authentic assessments and instructional supports and enrichment
Designing Instruction with the Inquiry Model and the NGSS

Onsite: 1 day

Audience: Teachers, administrators, and/or curriculum writers

Develop an understanding of the inquiry process and levels of inquiry instruction. Apply the understanding to the development of lessons that will coordinate with the needs of direct instruction.

Outcomes:

  • Use an inquiry model of instruction to create a unit based on the Next Generation Science Standards
  • Outline lessons that will reflect the needs of ALL students and address conceptual demands of the subject matter
Coaching to Create & Review High-Quality Curriculum

Onsite: 1 day | Online: 1 – 3 one-hour guided sessions

Audience: Teacher leaders

Coaches equip teachers to elicit solutions and strategies, clarify what they want students to achieve, and identify the learning experiences that will support student success.

Outcomes:

  • Review coaching purpose, best practices, and skills.
  • Refine coaching skills.
  • Develop a coaching plan to support teachers in building and delivering their curriculum.
Curriculum Writing: Adapt External Curriculum

Onsite: 1 day | Online: 2 – 4 one-hour guided sessions

Audience: Teachers and curriculum writers

External curriculum is a great starting point for unit development, but to utilize this curriculum effectively, teachers must analyze and customize it to meet the needs of their individual students.

Outcomes:

  • Conduct a thorough review of external curriculum to analyze alignment, pacing, and instructional strategies.
  • Apply findings to determine ways to modify and supplement the curriculum with resources and instructional planning.
  • Create pacing guides and unit plans that reflect how external curriculum will be implemented in the classroom.
  • Add supports and extensions to meet the needs of all students.
Curriculum Writing for Early Childhood

Onsite: 1 day | Online: 3 – 6 one-hour guided sessions

Audience: Teachers and/or curriculum writers

Curriculum writer will first consider their school’s mission, vision, and value systems as a foundation for identifying early learning academic, social, and emotional learning expectations and experiences.  They will then compare and contrast different methodologies of both direct and indirect instruction, including the role of the environment in writing curriculum goals.

Outcomes:

  • Review curriculum development best practices.
  • Discuss the purpose of curriculum in early childhood education
  • Identify academic, social, and emotional expectations and experiences vital to early learning education.
  • Compare and contrast different methodologies of both direct and indirect instruction.
  • Outline your early learning program’s goals, with your school’s mission, vision, and value systems as a foundation for these, that are essential in developing early learning curriculum.
  • Review or revise existing curriculum form the perspective of this work.
Special Education – Customized Sessions

Onsite: 1 day

Audience: Teachers (special education and general education- teams are suggested), Curriculum Coordinators, Principals, Special Education Directors

Because the needs of each school/district are specific to the needs of their students, this professional development offering is specially designed to reflect current high leverage practices in special education.

Outcomes:
Some possible topics might include (but are not limited to) the following:

  • Team Building in Special Education
  • The Consultant Teacher in the Classroom
  • High Leverage Practices
  • Differentiating to Meet the Needs of ALL Learners
  • Lesson Planning in Special Education
  • Translating the IEP into an Instructional Program
  • Building an Inclusive Curriculum
Develop a Concept-Based Curriculum

Onsite: 1-2 days

Audience: Teachers and/or curriculum writers

A more sophisticated curriculum and instruction model is necessary in order to develop higher order level thinking in students. It is needed in order for students to use their minds, ask questions and think critically to solve problems. Many teachers have difficulty to facilitate a conceptual learning experience for students. Support teachers to develop a systematic approach for concept-based curriculum and instruction.

Outcomes:

  • Review literature and best practice around concept-based curriculum
  • Explore how to develop your own concept-based curriculum
  • Design a concept-based curriculum unit and integrate instructional strategies that promote student agency
  • Reflect on next steps for delivery and implementation in your context
Develop Standards-Based Curriculum: Create Reportable Standards

Onsite: 1 day | Online: 3-6 one-hour guided sessions

Audience: Teachers and/or curriculum writers

In international schools with transient populations, teachers and curriculum leaders are continually struggling to find the balance between time, a long list of performance indicators, and diversity in student knowledge/skill gaps. Developing synthesized “reportable standards” provides a standards-based lens to focus learning within these constraints. Similar to power standards in establishing clarity, consistency and importance, reportable standards differ as they combine all existing standards into overarching skills linked to content.

Outcomes:

  • Use a framework to lead teams in developing reportable standards
  • Develop (sample) reportable standards
  • Align (sample) reportable standards to units and to assessment practices

Contact Us to Organize Curriculum Writing Sessions

Request Free Curriculum Process Review

Want feedback on your school's curriculum planning and review process?

Request a free 30-min consultation with one of our curriculum experts!

Faria Education Group Ltd is a leader in international education systems & services.