D021
Leadership of Curriculum Design and Instruction
AMM1 TASK 1
CURRICULUM GAP ANALYSIS
(Passed First Attempt)
Western Governors University
, A1. Key Factors
As the Principal of West Oak Cove Elementary School, I am responsible for ensuring that
our students’ academic needs are met through our school’s curriculum, instructional practices,
and assessments. Author Donna Miller from the text Curriculum Theory and Practice: What is
your style states, “ With an equitable and rigorous curriculum design, teachers help students enter
the world independently, preparing them for leadership” (Miller, 2011). It is our school’s mission
to grow passionate minds and compassionate hearts. At West Oak Cove, we are motivated by the
belief that all students hold the power to reinvent themselves and their world and that they must
be allowed to develop a strong sense of self, a commitment to social responsibility, and the
academic agility needed to improve themselves and their community. In order to ensure students
are given this opportunity, we, as educational leaders in our building, step up and champion our
buildings by engaging in curriculum evaluation processes. This year, our school would like to
focus on the Fourth-Grade mathematics curriculum based on the Illinois Common Core State
Standards.
In evaluating West Oak Cove Elementary’s 4th-grade Mathematics Curriculum, our
District requires us as Educational Leaders to discuss the project parameters for the curriculum
evaluation process. The project parameters for curriculum evaluation are determined based on
the data presented and the needs that arise from the analysis. By analyzing our State Report Card
for West Oak Cove Elementary in Illinois, we can determine project parameters and factors that
justify a need for further exploration toward curriculum evaluation based on the data. The report
card shows a disparity in the results for two subgroups of students at West Oak who appear to be
underperforming compared to their peers at a School and State-Wide level. The two subgroups
of students that indicate a need for a curriculum evaluation include students on Individualized
Leadership of Curriculum Design and Instruction
AMM1 TASK 1
CURRICULUM GAP ANALYSIS
(Passed First Attempt)
Western Governors University
, A1. Key Factors
As the Principal of West Oak Cove Elementary School, I am responsible for ensuring that
our students’ academic needs are met through our school’s curriculum, instructional practices,
and assessments. Author Donna Miller from the text Curriculum Theory and Practice: What is
your style states, “ With an equitable and rigorous curriculum design, teachers help students enter
the world independently, preparing them for leadership” (Miller, 2011). It is our school’s mission
to grow passionate minds and compassionate hearts. At West Oak Cove, we are motivated by the
belief that all students hold the power to reinvent themselves and their world and that they must
be allowed to develop a strong sense of self, a commitment to social responsibility, and the
academic agility needed to improve themselves and their community. In order to ensure students
are given this opportunity, we, as educational leaders in our building, step up and champion our
buildings by engaging in curriculum evaluation processes. This year, our school would like to
focus on the Fourth-Grade mathematics curriculum based on the Illinois Common Core State
Standards.
In evaluating West Oak Cove Elementary’s 4th-grade Mathematics Curriculum, our
District requires us as Educational Leaders to discuss the project parameters for the curriculum
evaluation process. The project parameters for curriculum evaluation are determined based on
the data presented and the needs that arise from the analysis. By analyzing our State Report Card
for West Oak Cove Elementary in Illinois, we can determine project parameters and factors that
justify a need for further exploration toward curriculum evaluation based on the data. The report
card shows a disparity in the results for two subgroups of students at West Oak who appear to be
underperforming compared to their peers at a School and State-Wide level. The two subgroups
of students that indicate a need for a curriculum evaluation include students on Individualized
