1. Definition: A real-time, calendar-based (monthly), ongoing process for collecting, reviewing, modifying, and maintaining a database of the operational (actual) and planned learning in a learning organization.
  2. Why necessary? Curriculum Mapping addresses the need to consider not only what teachers are teaching, but more importantly, what students are truly experiencing and learning. Over time, this process, known as diary mapping, reveals the operational curriculum. If the maps we create are going to help us improve teaching and learning, we need to have an accurate picture of what we are all doing.The curriculum maps have the potential to become the hub for making decisions about teaching and learning.
  3. The Curriculum Maps are located in a central database that can be accessed from anywhere through the Internet.
  4. Curriculum Maps focus on the balance between what really takes place in the individual classrooms with what was planned (either individually or collaboratively). Data is measured in real time: recorded by months and grading periods.
  5. Teachers record in Curriculum Maps, what is planned and what has taken place (Diary Map, Projected Map); Groups of teachers can collaboratively record a plan for the school-site level (Consensus/Core Map).
  6. Every student in the school (or district) is the central focus for all curricular dialogue, collaboration, and decision making. All decisions will be data-driven and based on curriculum maps and other forms of data. Any decision to stop, start, or modify current learning programs occur only if it is in the student’s best interest (not teachers or others’).
  7. It imperative that all map writers use the same base mapping wording, format, and intra-alignment as a mapping database is meant to be utilized by all educators in the learning organization and there will be many times when maps will be read without the map writer(s) present. Therefore, a map must be able to be read and correctly interpreted without the map writer(s) present. Secondly, by using specific guidelines all grade levels and disciplines will be better able to communicate efficiently and effectively.
  8. During the initial learning-to-map phase, the four common recorded data or elements included in a Projected/Diary Map are Content, Skills, Assessments and Resources and their alignment to one another and the other Standards. In more advanced phases of mapping, additional data such as evaluation processes, attachments of best-practice lesson plans and activities, essential questions can be included.
  9. It is important to create quality maps so that it can used to gain a proper insight into gaps, absences and repetitions.
  10. A skill is what students must be able to do. An activity provides practice so that students can work towards mastery of a specific skill or skill set. Non-measurable verbs such as Understand, Know, Show, Demonstrate and Use are not to be utilized when recording a skill.
  11. Curriculum Maps differ from Lesson Plans. All curriculum maps, even the most detailed Projected/Diary Map, represent the “what” of learning (Content, Skills, Assessments/Evaluations, Resources, Essential Questions, etc.). Lesson Plans are more detailed documents that represent the specific “how’s” of learning, in other words, the pedagogical practices. Over time, curriculum maps may be refined to become more detailed, including data such as a specific activities.
  12. Curriculum maps are dynamic and are never considered 'done' and is a continual process as long as teachers have new students, new classes etc. Mapping is about establishing and maintaining an ongoing, collaborative curriculum environment.
  13. Curriculum maps are never used for teacher evaluation, but used to provide authentic evidence of what has happened or is being planned within the school or a district.
  14. Curriculum Mapping is not a quick fix. It has a learning curve and for a time the teachers will be students as the learn something new and need to be well supported. As usual some will learn faster than others; some will need more support and still other refuse to learn. It is therefore, important to take small steps.