Curriculum & Instruction

Curriculum Leadership Philosophy:

The Pocono Mountain School District emphasizes that education is a lifelong process, students share responsibility for their learning, and the district must provide excellent programs in a safe and supportive environment. 

Curriculum Leadership Vision:

The vision of the Pocono Mountain School District is to create a culture of achievement, improve student performance, maintain safe schools, and promote strong character.

Curriculum Leadership Belief Statements:

·         Student-Centered Approach: All students should receive equitable opportunities, relevant learning experiences, and a supportive environment where they can achieve their potential. 

·         Lifelong Learning: Education is seen as a continuous process that fosters curiosity, critical thinking, and a love for learning beyond the classroom. 

·         Community and Partnership: A strong collaboration between the school, families, and the community is crucial for student success. 

·         Safety and Respect: Providing a safe, inclusive, and respectful environment for all students is a fundamental principle. 

·         Preparation for the Future: Students need to develop skills like problem-solving, adaptability, and collaboration to succeed in a changing world. 

·         Diversity and Inclusion: Valuing and embracing the unique strengths and backgrounds of individuals, including different races, religions, abilities, and learning styles, is essential. 

·         Continuous Improvement: Committed to continuously assessing and improving their educational programs and teaching practices. 

Program Evaluation and Review Process:

• A committee of teachers will be selected to work collaboratively on the evaluation and review of the curriculum during the curriculum cycle which occurs every five (5) years. Curriculum committee teams will be represented in all areas including classroom teacher, special education teacher, ESL teacher, instructional coaches, math support, reading support, and department heads. The Pa Academic Content Standards will be utilized to guide the alignment process

Year One of Curriculum Cycle (Review)

• Curriculum committee teams evaluate the current curriculum for its effectiveness in raising student achievement and engagement for all students as well as addressing district goals. 
• Foster a collaborative environment where team members feel heard and supported throughout the change process. This can include professional learning communities or peer mentoring networks. 
• The team develops key questions for evaluation which includes surveys, informal/formal discussions with stakeholders, assessment scores, and in some cases, independent evaluations. 
• Research-based programs and practices are investigated which often includes off-site visitation to other districts that demonstrate consistent evidence of successful student achievement and engagement. 
• Using all gathered evidence, the team reviews and analyzes data to determine whether or not to adopt a new program, restructure the existing program, or refine current program and practices, to include core and supplemental curricula where needed and appropriate.  

Year Two of Curriculum Cycle (Develop)

• Essential curriculum development takes place during year two of the cycle. Key concepts, benchmarks, and learning outcomes are identified and aligned with state standards. Best instructional practices and accepted successful skills-based and knowledge-based acquisition are integrated into the curricular design. 
• Curriculum committee members acquire the training and knowledge necessary, including the integration of companion technology. Curriculum committee members pilot the new curriculum during year two and become local "experts" to lead colleagues in professional development related to the new curriculum during year three (full implementation). 

Year Three of Curriculum Cycle (Full Implementation)

• All teachers acquire the training and knowledge necessary, including the integration of companion technology to implement the new curriculum in the classroom. 
• This phase also includes continuous development and evaluation of the new curriculum. Formative evaluations are a key element as the curriculum is implemented, matures, and becomes the foundation for additional improvement. 
• Ongoing professional development and instructional coaching is an essential component to the implementation of the new curriculum. 

 Years Four and Five of Curriculum Cycle (Monitor)

• Curriculum committee teams monitor the impact of the curriculum on student learning, achievement and engagement.
•  A wide range of assessment tools and data may be used, including district benchmark scores, classroom achievement, and student/community/staff feedback. Instructional practices and program components are strengthened through building and district professional development.

Please contact Dr. Catherine Sweeney, Assistant Superintendent of Curriculum and Instruction, via Email if you have any questions.