Supervising the Curriculum

Kim Driesse

Supervising the Taught Curriculum

There are 4 schools of thought described in the chapter.

(1) Farrell's "Backwards Model" - begins with independent practice and focuses on understanding of text.

(2) Hunter's "Essential Elements" - the traditional 7 step lesson plan.

(3) Glickman, Gordon and Ross-Gordon's "Developmental Supervision" - goes far beyond addressing lesson plans; it is a thought-oriented approach to help teachers grow in the classroom.

(4) Costa and Garmston's "Cognitive Coaching" - emphasizes the importance of teacher thinking; includes in-depth conferences between teacher and supervisor.

Role of the Curriculum Supervisor - Differentiated Professional Development

Staff Development

Both formal and informal

Informal Observations

Meant for coaching, not evaluating

Measures the impact of staff development

Supports the learning community with walkthrough data

Questions to ask during a walkthrough:

  1. Are the teachers using research-based teaching strategies?
  2. Do student grouping patterns support learning?
  3. Are teachers and students using technology to support student learning?
  4. Are students learning both basic and higher-order levels of knowledge?
  5. Do student achievement data correlate with walkthrough data?


Making formative and summative assessments about teacher performance.

Individual Development

Includes intensive development or "clinical supervision" of teacher who needs improvement; cooperative and self-directed development for experienced and competent teachers who have small goals they want to work on.


  1. Develop a statement of board policy and administrative procedures.
  2. Appoint the textbook adoption committee (involve distance learning as well).
  3. Prepare the committee and provide them with selection resources.
  4. Determine how teachers will probably use the new materials.
  5. Determine how teachers will allocate space.
  6. Develop a focused and weighted set up criteria for selection.
  7. Identify 5 texts that best meet the requirements.
  8. Get teacher input on the top 3 texts and select the best one.
  9. Develop a service contract with the publisher.
  10. Train teachers in the use of textbooks and provide materials that correlate text with curriculum.
  11. Monitor the use of textbooks.