Opportunities and Challenges of Curriculum Mapping Implementation in One School Setting: Considerations for School Leaders

Abstract

This qualitative case study examined the perspectives and experiences of educators involved in the curriculum mapping initiative concerning the processes and activities that foster or impede curriculum mapping implementation. Twelve participants were recruited for the study. Data collection methods included semi-structured interviews, documents that involved standardized test reports and curriculum maps, and classroom observations. The results of the study indicated a strong congruence with the factors concerning initiating successful implementation identified in the literature, and they also highlighted some important aspects that are not widely discussed in the literature. The following strategies for successful curriculum mapping implementation were identified: consistency of leadership and support, sufficient and adequate training for mapping, provision of adequate resources and assistance, constant communication about the initiative, monitoring the implementation process, and providing incentives. Curriculum is central to all the processes and experiences occurring in school settings. Curriculum development, however, has traditionally been an essential responsibility of outside experts, excluding teachers from active participation in the curriculum development process (Carl, 2009; Craig & Ross, 2008). Research and practice show that there is a significant difference between the official, written curriculum developed by experts and the actual curriculum taught in the classroom because teachers, working autonomously, make different choices regarding curriculum and instruction based on their knowledge, experiences, and the realities of their classrooms (Cuban, 1993). To ensure congruence between the written curriculum and the taught curriculum, English (1980) introduced the process of curriculum mapping that describes “what is actually being taught, how long it is being taught, and the match between what is being taught and the district’s testing program” (p. 559). Initially, curriculum mapping was used as a means of curriculum audit in the school systems. In the current era of standards-based reform and accountability, curriculum mapping is increasingly used by many schools and school districts as a planning tool that allows educators to align their curricula with the required state standards and assessment practices (Udelhofen, 2005). In spite of an ever-growing use of curriculum mapping, the research on it is limited and when found is frequently in the form of published dissertations (Lucas, 2005; Shanks, 2002). The extant research has documented teachers’ positive perceptions of curriculum mapping as an effective instructional planning and curriculum alignment tool that promotes school improvement