Concerns have been raised about the time and materials needed to deliver Curriculum 2.0. How are we receiving and responding to concerns from teachers on Curriculum 2.0 training?
BUDGET PAGE REFERENCE: 1-3 and 4-16
Teachers have several avenues to ask questions and raise issues with Curriculum 2.0 (C2.0) professional development. The Instruction Center, the interactive myMCPS location of C2.0, includes a discussion board, contact information, and feedback feature all teachers can use to raise questions on curriculum-related and professional development issues. Teachers also are encouraged to share their feedback and concerns with school-based staff development teachers, reading specialists, math content coaches or math representatives, assistant principals, and principals. In addition, the Office of Curriculum and Instructional Programs (OCIP) recently surveyed school leaders to determine major topics and needs for the spring and summer professional development. OCIP and the Office of School Support and Improvement (OSSI) regularly gather feedback from principals and teacher leader groups. OCIP also meets on an ongoing basis with the teacher representatives on the Councils on Teaching and Learning (CTLs) to gather feedback on implementation, upcoming plans, and professional development.
In 2011–2012, CTLs gathered questions and concerns through a teacher survey. Based on the survey, OCIP created and distributed to teachers a document that responded to each question/concern. In the fall of 2012, CTLs again collected questions and concerns from teachers and OCIP provided a written response that was distributed to the elementary CTL and elementary principals. Both teacher surveys have resulted in clarifications, modifications, and improvements.
Based on feedback from various sources, MCPS has expanded professional development substitute days, expanded access for grade-level teachers at Core Team trainings, and developed online professional development resources. The proposed FY 2014 budget will expand professional development to include face-to-face training in mathematics. Many concerns have centered on planning and use of time. OCIP responded by creating videos and developing resources to help school teams plan. Staff in Office of School Support and Improvement responded by coaching school leaders in developing a professional learning community culture that promotes effective collaborative planning. Central office staff is open to input and feedback and will continue to use a variety of venues and vehicles to engage in two-way communication as a strategy for continuous improvement.