About the Book
The Author
The Author
The Author
Dave Nelson, Ph.D. started working in assessment and curriculum development almost 30 years ago alongside teaching AP Chemistry in Maryland. Dr. Nelson left teaching to develop assessments and professional learning around assessments to district staff, school leaders, and teachers in 2015, and he has exclusively been doing that along with
Dave Nelson, Ph.D. started working in assessment and curriculum development almost 30 years ago alongside teaching AP Chemistry in Maryland. Dr. Nelson left teaching to develop assessments and professional learning around assessments to district staff, school leaders, and teachers in 2015, and he has exclusively been doing that along with colleagues since.
Among several large projects, Dr. Nelson has created comprehensive assessment programs for large, urban districts in the southeast U.S. as well as recently embarked on redeveloping the national curriculum with an eastern Caribbean country. All the while, Dr. Nelson works with districts and schools both large and small to increase the assessment and curriculum capacity through professional learning around both strands of a complete instructional program.
Dr. Nelson lives in North Port, FL, with his five-member cat family: brother and sister Silverado and Nightmare, sister pair Niara and Aidia, and a special needs lil guy named Ares.
Professional services engagements are available through Dr. Nelson's employer, PowerSchool. Please reach out for more information.
The Origin
The Author
The Author
The interest in writing this book stems from two observations in U.S. and overseas schools.
Because far too few districts well-develop a common framework of curriculum and assessment from which instructional plans can be made, equity for students in different buildings is not assured. As discussed in the book, an instructional program whe
The interest in writing this book stems from two observations in U.S. and overseas schools.
Because far too few districts well-develop a common framework of curriculum and assessment from which instructional plans can be made, equity for students in different buildings is not assured. As discussed in the book, an instructional program where students can potentially receive a different learning experience in terms of competencies, rigor, opportunities, or outcomes is an instructional program that is failing.
Alongside that observation, it became clear that teachers were not afforded the professional learning around standards. Not only is there a lack of systemic or statewide guidance on implementing standards, there continues to be even fewer professional opportunities for teachers to learn and practice modern, best-practice assessment methods.
As the introduction of the text highlights, teacher practice that supports equal outcomes for students is best supported not by alleged "personalized learning" online platforms, but instead it is through ensuring teachers have the capacity to refine their practice by providing high-quality professional learning.
The Approach
The Difference
The Difference
The approach in the book is straightforward: engage district leadership and teachers in developing a modern, rigorous instructional curriculum framework, and then implement it as both an actionable workshop for instruction and professional learning for teachers.
Through extensive examples and references to external and author research, th
The approach in the book is straightforward: engage district leadership and teachers in developing a modern, rigorous instructional curriculum framework, and then implement it as both an actionable workshop for instruction and professional learning for teachers.
Through extensive examples and references to external and author research, the best practices of curriculum development are highlighted, which help developers and teachers maintain a focus on the "remarkably valuable" major learning of a course or grade. The foundation provided by various standards models leads directly into the development of targeted assessment practices, which include both formative strategies and summative assessment.
Each chapter provides research-based best practice, professional learning on the value and meaning of a curricular component, and examples that lead to a confidence to turn standards into learning expectations and meaningful assessment experiences.
The Difference
The Difference
The Difference
There are a number of great books on the market related to curriculum development, and I have referenced many of them in engagements from time-to-time.
Curriculum and Assessment as a Framework for Instruction features several elements that enhance its practical use in districts, schools and classrooms:
- Professional learning is built-in thr
There are a number of great books on the market related to curriculum development, and I have referenced many of them in engagements from time-to-time.
Curriculum and Assessment as a Framework for Instruction features several elements that enhance its practical use in districts, schools and classrooms:
- Professional learning is built-in through the justification and explanation of each curriculum and assessment component.
- There is an intentional focus to create a stronger relationship between standards and expectations of assessment.
- Emphasis throughout is on connecting content standards to practice and process standards and both to cross-curricular opportunities.
- The approach is practical, goal-oriented, and avoids jargon, busywork sidebars, and esoteric sidebars. A framework from which learning experiences can be built is the focus.