Lisa Carter (2)

Total instructional alignment means that state standards, the curriculum, and assessment are in sync. We as teachers know the specific expectations, we know what and how to teach at what grade level, and the various tests the students take will exactly match the expectations and what was taught. In the last survey we saw, only one or two states have matched the standards with the assessment and provided guidance on what should be taught at each grade level. Frankly, it’s a fractured mess. And, we now face “reform” of NCLB. Carter’s book makes sens in theory if you believe that a lockstep approach with every teacher acting as a robot is the magic pill that will cure education. Admittedly, more alignment would make sense. But we have to come to terms with differentiation, diversity, inquiry vs. behaviorst strategies =, and concentration on minimums vs. excellence. Thus, this book is a very understandable explanation of one part of a very complex picture. It is ofen interpreted in the individual school as a dictate for everyone to be teaching exactly the same thing, the same way, and at the same time; certainly an invitation for a disaster. I am sure that Carter would shudder at a total lock step curriculum. Where is creativity? Where is inquiry? Where does the digital native fit? How does the library/learning commons fit? How can the library/learning commons program work in tandem with total alignment? This book will not answer those questions. There has to be a larger picture. Perhaps Carter could address these and other realities in a second edition.… (lisätietoja)