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"The Navigator tool is an online database that maps every lesson in the district's mathematics textbooks to the CCSSM. These linkages have been identified and reviewed by a team of CSC reviewers. This information is made available to teachers for their use in two ways: 1) textbook lessons are linked to the specific CCSSM standards addressed, and 2) any specific CCSSM standard is linked to all the textbook lessons that address it. This allows teachers to make informed decisions about which lessons to teach and in what sequence"

"The term curriculum refers to the lessons and academic content taught in a school or in a specific course or program. In dictionaries, curriculum is often defined as the courses offered by a school, but it is rarely used in such a general sense in schools. Depending on how broadly educators define or employ the term, curriculum typically refers to the knowledge and skills students are expected to learn, which includes the learning standards or learning objectives they are expected to meet; the units and lessons that teachers teach; the assignments and projects given to students; the books, materials, videos, presentations, and readings used in a course; and the tests, assessments, and other methods used to evaluate student learning. An individual teacher's curriculum, for example, would be the specific learning standards, , lessons, assignments, and materials used to organize and teach a particular course."

"In her new film, Our Brand Is Crisis, which premiered at the Toronto International Film Festival this week, Sandra Bullock's character delivers--and receives--some legitimate leadership lessons. "

"We had a delightful visit to The School of the Future in New York City the other day. Lots of engaged kids, a great blend of instruction and constructivist work, and an obvious intellectual culture. And as the picture illustrates, everywhere we went we also saw helpful visual reminders of the big ideas and essential questions framing the work we were watching: School of the Future staff have long been users of UbD tools and ideas. But far too often over the years I have seen plenty of good stuff posted like this - but no deep embedding of the Essential Question (EQ) into the unit design and lessons that make it up. Merely posting the EQs and occasionally reminding kids of it is pointless: the aim is to use the question to frame specific activities, to provide perspective and focus, to prioritize the course, and to signal to students that, eventually, THEY must - on their own - pose this and other key questions. (Note: I am not criticizing what we saw and heard at SoF, rather using this teachable moment to raise an issue that needs addressing by almost all faculty using our work.)"

"Whenever a college student asks me, a veteran high-school English educator, about the prospects of becoming a public-school teacher, I never think it's enough to say that the role is shifting from "content expert" to "curriculum facilitator." Instead, I describe what I think the public-school classroom will look like in 20 years, with a large, fantastic computer screen at the front, streaming one of the nation's most engaging, informative lessons available on a particular topic. The "virtual class" will be introduced, guided, and curated by one of the country's best teachers (a.k.a. a "super-teacher"), and it will include professionally produced footage of current events, relevant excerpts from powerful TedTalks, interactive games students can play against other students nationwide, and a formal assessment that the computer will immediately score and record. "