Let me state the (not) obvious: State guidance on curriculum CAN help

Do state lists of recommended curriculum options actually help districts, teachers, and kids? Depending on the day and the source, you can find a lot of differing opinions on this question – and too often, a fair amount of myth-mongering about some vetting processes for high-quality materials, and whether or not these materials “script” teachers. As always when it comes to education, the answer to whether state support can help is nuanced – but in my mind, it’s still yes.

A recent RAND report digs into the impact of state early literacy laws on classroom practices, and a smart piece by EdWeek explores the reasons why this impact is mixed. As with all areas of curriculum selection and adoption, wraparound support matters. It’s no surprise that states with the most comprehensive approach to their laws (and lists!) – starting with a focus on teacher candidates – are faring better.

Hats off to Instruction Partners for putting a stake in the ground to support strategic state leadership for curriculum quality. “The State of Instructional (In)coherence” advises that states identify a cohesive theory of action for instructional support and align all of their requirements, guidance, and resources accordingly. This type of approach has helped Louisiana and Arkansas move forward with a coordinated strategy that tackles common frustrations districts face and shows how states can help, rather than hinder, local work. No doubt these efforts are time-consuming – but when there are too many competing state directives, high-quality curriculum initiatives can be set up to fail, and contribute to the (in my opinion) false narrative that the problem lies in the vetting process or the format of materials.

On July 22, I’ll be joined by colleagues from EdReports and Rivet Education and leaders from Arkansas and Kentucky to dive into how states create and execute a strong vision for quality instruction – including lists of materials and professional learning providers – in a webinar facilitated by the Collaborative for Student Success. We need more straight, solutions-oriented talk about why this work matters and how it gets done. Register here and jump into the conversation!

Jocelyn Pickford is an education policy and communications specialist focusing on understanding and promoting practitioner-informed public policy across the private, public and non-profit sectors as a Partner with Waypoint Education Partners. She began her career in education as a high school English teacher in a regular and special education inclusion classroom and is now a public school parent and recent member of her local district school board. Previously, Jocelyn led the design, launch and implementation of the Teaching Ambassador Fellowship at the U.S. Department of Education to integrate teachers into the national education policy dialogue.

Jocelyn’s passion for her work was seeded during her own public school education and took root during her classroom teaching experience in Fairfax County, Virginia, where she led action research and presented instructional materials to a variety of audiences. Jocelyn earned her bachelor’s degree from Trinity College (CT), working as a professional writer and editor prior to becoming a teacher, and obtained her master’s in secondary education from George Washington University. Jocelyn lives outside Philadelphia with her husband and two children.