CURRICULUM DEVELOPMENT AND MANAGEMENT
ESTHERVILLE LINCOLN CENTRAL COMMUNITY SCHOOLS’ VISION OF CURRICULUM
We, the educators of the Estherville Lincoln Central Community School District, hold forth this vision of the curriculum of excellence we desire for all our students. We have a dream of a curriculum that is . . .
1. MEANINGFUL. The curriculum emphasizes the active construction of meaning, so that all students find purpose in their studies.
2. TECHNOLOGICAL. The curriculum uses technology as one delivery system, examines the influence of technology on students’ lives, and give students the skills they need to use the technology to accomplish their own purposes.
3. SOCIALLY RESPONSIBLE. The curriculum develops in students a sense of social responsibility, so that they become aware of their obligations and duties as citizens in a democracy and are especially sensitive to the needs of the poor and the elderly.
4. MULTICULTURAL. The curriculum reflects and is responsive to the cultural diversity of this nation and our community, so that students develop a sense of pride in their own heritage and a respect for that of others.
5. REFLECTIVE. The curriculum fosters in students the skills and attitudes of reflection so that they are able to think critically, creatively, and affirmatively.
6. HOLISTIC. The curriculum gives appropriate emphasis to all the significant aspects of growth and all the types of human intelligence, helping students see the connections between the separate subjects.
7. GLOBAL. The curriculum develops in students an awareness of global interdependence in all aspects of life, including the environment and the economy.
8. OPEN-ENDED. The curriculum is open-ended in two ways: it is open to revision and continued refinement; and it provides open access to all students, so that students are not tracked into dead-end careers.
9. GOAL-BASED. The curriculum focuses on significant goals, so that students develop the critical skills and acquire the knowledge they need for effective lifelong learning and full functioning as citizens in a changing society.
10. VALUE-BASED. The curriculum provides for knowledge and practice in developing good character habits of self-discipline, concern for others, integrity, service, cooperation, responsibility and respect.
Adopted: 10/98 Reviewed: 1/00
10/06
7/17
CURRICULUM DEVELOPMENT AND MANAGEMENT
The Superintendent has the final responsibility to the Board of Education for the instructional program. He will work with and delegate to the Directors of Curriculum and Instruction the major responsibility and authority for the district-wide improvement and coordination of a high quality instructional program promoting both rigor and relevance. The principals, as instructional leaders at the building level, will with their teaching staffs assume responsibility for the implementation of the high quality program and the delivery of that program through quality learning experiences. These learning experiences shall reflect the latest research in teaching pedagogy and follow carefully designed lesson plans that address the critical learning objectives outlined in the curriculum guides.
Area curriculum coordinators (from the teaching staff) shall be selected yearly to assist in the district coordination of the curriculum. This position shall be advisory in nature and the coordinator shall assist in:
1. Gathering K-12 curriculum materials.
2. Serving as liaison between curriculum committees and administration.
3. Presentations to the Board, administrative cabinet, instructional staff, etc.
4. Vertical curriculum work.
5. In-service projects.
6. Coordinating K-12 curriculum representatives.
7. Suggesting appropriate staff development activities.
The curriculum design for the Estherville Lincoln Central Schools is to reflect the philosophy and importance of a comprehensive educational programs which relates to the needs of the school community and supports any state required standards. In planning and designing the curriculum, results of national and regional studies on curricular innovations and the laws and standards of the State of Iowa will be used to guide the administrative and instructional staff.
Because of our growing interdependence with other nations in the world, global education shall be incorporated into the education program for grades kindergarten through twelve so students have the opportunity to acquire a perspective on world issues, problems, and prospects for an awareness of the relationship between an individual’s self-interest and the concerns of people elsewhere in the world. Global education, in the education program, is the lifelong growth in understanding, through study and participation, of the world community and the interdependency of its people and systems - social, cultural, racial, economic, linguistic, technological, and ecological.
The curriculum review process shall be described in a handbook for the staff with the appropriate expectations for a well written curriculum. This written curriculum plan shall be the core program study implemented and assessed by teaching staff.
Approved: 8/7/89 Revised: 10/98 Reviewed: 1/00
10/06
7/17