Who Is the SEC Indicator System For?
The enacted curriculum surveys provide teachers a detailed set of indicators that support teacher reflection on their instructional strategies and can inform their curriculum planning. Additionally, content analyses of various state and national assessments provide teachers information about the assessed curriculum in a manner that makes comparison to their own instruction easy. Results of the enacted curriculum surveys offer teachers an opportunity to compare their own practice to the practice reported by other teachers in their school, district, state, or across the nation. Teachers can use the survey results to initiate conversations with their colleagues about practice, and to inform their own school improvement decision-making efforts.
Administrators and instructional resource staff can use the survey results to plan professional development, monitor progress toward local and state curriculum reform goals, and to initiate school-level conversations among teachers about issues related to strengthening curriculum and instruction.
PROFESSIONAL DEVELOPMENT PROVIDERS:
The enacted curriculum survey data can serve as a basis for workshops focused on curriculum and instruction. The CD provides several professional development activity guides and PowerPoint® presentations designed to engage teachers and other education professionals in activities related to curriculum and instruction.
Enacted curriculum survey data provides policy-makers a tool for collecting information about classroom practice on a scale not possible through observation or interview methods. Such large-scale data provide a means for establishing a base-line and monitoring progress on curriculum and instructional goals, thereby making possible examination into the effects of policy tools and initiatives.
Researchers can use the enacted curriculum tools to analyze the effects of instruction on student achievement. Additionally, by providing a means for holding instruction constant in statistical analyses, researchers can better examine the contribution of competing pedagogies on student achievement gains.