THE cuRzucItLUN{ 47

MAPPING
PROCESS: THE
\ INITIAL CYCI,E
One District's Evolution
This was one of the first districts in which I facilitated the mapping
process for an entire school year. The district had made a commitment
that curriculum mapping would be the primary focus for curriculum
worlc and staff development. We had taken significant time to meet with
teacher leaders to plan the curriculum mapping process, making sure
that sufficient time and staff training were in place before we began the
process. From all preliminary indications, there was support from the
initial committee for the process.
In the fall, I worked with all the staff for a full day to introduce
mapping and to provide support and coaching as they created their
maps. Additional staff development hours were allocated throughout
the fall and early winter months for the teachers to complete Step 1. I
returned to the district when the teachers had completed Step 1 to pro-
vide editing directions and be available for questions. Each time I
worked with the staff, it was apparent that many were not happy to be
mapping the curriculum. It's never a good sign when the consultant
arrives at a school and no one will mahe eye contact. I definitely got the
feeling that they wanted the "mapping lady" to pack up her mapping
ideas and go home!
I returned in early spring for the small group and large group
review which happened to be scheduled on the last day before spring
break. When I arrived, there was again no eye contact and definitely
no welcome greeting. Shortly after they congregated in the cafeteria
and were assigned to their small groups, I could sense the atmosphere
changing. This resistant staff began to share their curriculum find-
ings. The conversations were rich, focused, and productive. The evolu-
tion had begun.
As they transitioned to the large-group sharing session, the atmos-
phere was totally different. When they began to share their findings, the
professionalism and positive attitude in the room was palpable. As each
group reported their findings, there were nods of agreement and anecdo-
tal supportive comments throughout the room. As the large-group shar-
ing session came to an end, there was eagerness and urgency among the
staff to continue to work together to address the issues. Specilic plans
were made to create an action plan before the end of school for summer
work in preparation for the next school year.
This episode confirmed my belief in the tremendous power of cur-
riculum mapping. I will never forget that as I left that afternoon, a num-
ber of teachers actually loolced at me and offered their best wishes for a
good spring break!
This episode marked a pivotal point in my own learning. lust as the
staff experienced an "evolution," so did I as I witnessed the strength of
this collaborative, reflective process. It was just the beginning.