Three Pillars of Implementation
Alberta Regional Professional Development Consortia (ARPDC) beliefs about curriculum implementation: Celebrations, Evidence, Challenges and Lessons Learned
The ERLC believes that effective curriculum implementation leads to a change in practice that enhances student learning and that effective implementation is based on three pillars:
- Effective Collaboration (process)
- Effective Practice (content)
- Effective Adult Learning (context)
An example of effective collaboration involving multiple districts, Alberta Education, and the ERLC regional team:
The sessions held in Athabasca during the 2009/2010 school year were beneficial in many ways. As this was the first year of implementation for the Social 30-1 and 30-2 curriculum it was good to have the opportunity to meet with teachers from other jurisdictions to compare notes and various strategies for program implementation. Specifically, the sessions focused on the development of assessment instruments needed to determine student progress in their respective courses.
Presentations by Tim Coates, from Alberta Learning,
provided excellent direction for item writing and source
identification for those items. As source based questions
will be the basis for future diploma exams, the opportunity
to become more familiar with the developmental process
was appreciated. At a time of upheaval due to constant,
yearly, curriculum change, it was refreshing to work
with colleagues who shared similar concerns and to develop
materials that would enhance the delivery of Social Studies.
Evidence of “effective practice” is indicated in various comments throughout the report. An example from the social studies survey:
More flexibility in the 10 and 20 levels has resulted in more time for activities. What I have noticed in students and in feedback from parents is an understanding that they are working with concepts instead of memorizing discrete facts, and that is useful to them in the long run.
Effective Adult Learning
Comments on “What Worked” from
social studies survey:
Initial immersion into philosophy changes in the social studies curriculum. Delving into the inquiry and learning processes. Work, investigation, and implementation into the assessment strategies across the curriculums. All of these topics offered and supported at the consortia level via sessions and workshops that were offered and attended by teachers. AISI project support and work on inquiry learning and assessment. School division support and sessions, social studies consultants’ availability that were provided to staff.