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