Carol A.

Swanson
Hamline University
Competency 8: Curriculum Planning and Development

8. Curriculum Planning & Development

a. Demonstrate the ability to enhance teaching and learning through curriculum and assessment
and strategic planning for all learners - early childhood, elementary, middle level, and high
school, special education and adult levels
b. Demonstrating the ability to provide planning and methods to anticipate trends and
implications
c. Develop, implement and monitor procedures to align sequence and articulate curriculum
d. Identify instructional objectives and evaluate procedures to measure performance outcomes
e. Appropriately using learning technologies
f. Demonstrating the understanding of alternative instructional designs, curriculum, behavior
management and assessment accommodations and modification
g. Demonstrating an understanding of urgency of global competitiveness

Leaders of equitable, educational practices understand that the standards and benchmarks

are blueprints for student learning and teaching objectives, and the magic of teaching and

learning is in the planning of the lesson design. I have witnessed many educators misunderstand

the meanings of curriculum and standards. Some staff I know believe their textbook is their

standard/benchmark. Unfortunately, the book publishing companies are most savvy at

understanding educational jargon and with simple word searches can imply that their book is

aligned with the standards. Principals must understand the difference between curriculum and

the standards. Educational standards are the learning goals for what students should know and

be able to do at each grade level. They are expectations. A curriculum is the detailed plan used to

teach students the learning goals embodied in standards.

As a literacy specialist, it is my job to help teachers understand the Minnesota English

Language Arts (ELA) Standards and Benchmarks. Minnesotas standards are aligned with the

Common Core Standards, but the Minnesota Standards have Minnesota specific content, so
Carol A. Swanson
Hamline University
Competency 8: Curriculum Planning and Development

leaders must understand the differences. I have been fortunate in my work as a literacy specialist

to work in all grade levels by providing standards unpacking trainings as well as follow up

coaching with whole school systems, teams of teachers as well as individuals.

As an advocate for focus and priority schools. I am also afforded the opportunity to work

closely with math specialists, English Language Development (ELD) Specialists, Special

Education Specialists, Equity Specialists, and Data Specialists who I coordinate to work in my

advocacy schools when needs arise. I am learning about evidence based practices in all content

areas as well as how to assist schools in the implementation of good practice. The Regional

Centers of Excellence in partnership with the Minnesota Department of Education (MDE) is

using the science of implementation to assist schools in understanding how to implement their

curriculum well and how it was intended, as well as making assurances that the curriculum does

indeed match the intent and rigor of the standards/benchmarks. Ensuring standards

implementation is paramount to students having equitable opportunities in all Minnesota schools.