There are many components missing from the document. First, the Algebra guide makes no connection between the districts mission statement or learning theories. In addition, there are no teaching methods or strategies identified in the curriculum guide. The Algebra guide also does not allow for differentiation of instruction or different learning styles and levels. On a positive note the Algebra guide is well organized, linked to core content standards and includes a pacing guide for recourse room, college prep, inclusion and advanced classes. The guide references the Pearson textbook (Pearson, 2015). The textbook and resources supplied within Pearson are extensive and inclusive of all the components included in the evaluation tool. However, without knowing or using the textbook and resources, a new teacher could not use this curriculum guide to teach the course. There is also no evidence of a schedule of re-evaluating the
There are many components missing from the document. First, the Algebra guide makes no connection between the districts mission statement or learning theories. In addition, there are no teaching methods or strategies identified in the curriculum guide. The Algebra guide also does not allow for differentiation of instruction or different learning styles and levels. On a positive note the Algebra guide is well organized, linked to core content standards and includes a pacing guide for recourse room, college prep, inclusion and advanced classes. The guide references the Pearson textbook (Pearson, 2015). The textbook and resources supplied within Pearson are extensive and inclusive of all the components included in the evaluation tool. However, without knowing or using the textbook and resources, a new teacher could not use this curriculum guide to teach the course. There is also no evidence of a schedule of re-evaluating the