Aligning Systemic Initiatives to Ensure Clarity and Transparency

A major priority is ensuring that district-wide initiatives and priorities are clearly aligned with grade-level and cross-grade-level curriculum design. To achieve this goal, new curriculum development will take into account the following systemic initiatives and principles: Students in classroom

  • ACPS is committed to fostering an organizational culture in all schools that supports the academic achievement of every learner.
  • As a controlling metaphor for this process, ACPS will reinforce the Ronald Ferguson (Harvard University) "tripod" model: i.e., (1) content — the need to emphasize clear, authentic, and engaging curriculum content; (2) pedagogy — ensuring that research-based best practices are present in all classrooms, including effective instruction, classroom management, and lesson and unit design; and (3) relationships — building a positive and inviting learning environment for all students with positive interactions and engaging classrooms.
  • Student learning occurs most effectively when students see themselves in the curriculum they study — and perceive learning experiences as coherent, authentic, and aligned with their own learning profiles and interests.
  • Collaborative decision-making and problem-solving are essential parts of effective organizational change. These processes are complemented by sustained and individualized professional development experiences (to be facilitated by the Alliance for Learning and Leading).
  • The uniqueness and potential of every school are essential elements for promoting true organizational change and transformation. Therefore, schools are encouraged to adopt and implement exemplary programs to maximize their organizational potential.
  • ACPS is committed to determining and evaluating the "value-added" of its educational programs. A key part of effective curriculum and educational programs is careful and sustained program evaluation to determine the impact of programs and interventions upon student achievement.
  • Encouraging parent, family and community involvement in promoting student achievement at all levels. Parents, family members, and the larger community should play an essential and sustained part of this process, working collaboratively with schools to promote high levels of achievement for all learners.
  • Finally, technology should support these principles rather than be viewed as an end in itself.