What should be the first step for a curriculum director in a low-performing school district aiming for systemic change?

The first step for a curriculum director in a low-performing school district aiming for systemic change is to investigate the causes of poor student performance. This approach is essential because understanding the root issues—whether they are related to curriculum, instructional practices, teacher training, student engagement, or other socioeconomic factors—provides a data-driven basis for decision-making. By identifying specific weaknesses and areas for improvement, the curriculum director can develop targeted strategies that are more likely to lead to meaningful and sustainable change.

Without first gathering and analyzing this information, efforts to implement new curriculum standards or introduce programs may be ineffective and could lead to misallocation of resources. For example, simply introducing new curriculum standards without understanding the existing challenges might not address the underlying issues affecting student performance. Therefore, commencing with a thorough investigation allows for a focused approach, ensuring that subsequent initiatives are aligned with the actual needs of the students and the district.