Curriculum Review & Development
Overview
At the School District of Springfield Township, the curriculum is intentionally designed, regularly reviewed, and continuously improved to ensure meaningful learning experiences for every student.
Our curriculum review process is grounded in our district mission, our Profile of a Graduate, and our commitment to equity, engagement, and excellence. While Pennsylvania Academic Standards guide what students are expected to learn, our educators thoughtfully determine how learning is organized, experienced, and connected across grades in order to best meet the needs of our students and community.
Curriculum review is not a one-time event. It is a cyclical and collaborative process that ensures instructional practices, learning materials, and assessments remain current, coherent, and responsive over time.
What Guides Our Curriculum Decisions
Our curriculum is designed backwards from a clear vision of the skills, competencies, and dispositions we want students to demonstrate when they graduate from Springfield Township.
Developed with input from students, families, educators, and community members, the Profile of a Graduate informs the following areas:
- What we prioritize in teaching and learning
- How learning builds from kindergarten through grade 12
- How academic knowledge connects to real-world application, civic engagement, and future pathways
The Profile of a Graduate ensures coherence across content areas while honoring student voice and choice.
How Curriculum Is Reviewed and Improved
A Four-Phase Continuous Improvement Cycle
Springfield Township uses a structured four-phase curriculum review cycle to ensure consistency, transparency, and high-quality outcomes across all subject areas.
Phase 1: Review and Study
Key focus:
What is working well, what needs improvement, and what matters most for student learning?
Educators examine current curriculum, student learning data, and feedback from students, families, and staff. This phase also includes reviewing research, best practices, and emerging trends in the content area.
Phase 2: Plan and Develop
Key focus:
What should students know and be able to do, and how do we design learning experiences to support that learning?
Curriculum teams clarify learning priorities, align to standards and the Profile of a Graduate, and develop curriculum overviews that outline key concepts, skills, and learning goals. Instructional resources and materials are reviewed through a transparent and evidence-based process.
Phase 3: Implement
Key focus:
How do we support high-quality and consistent learning experiences for students?
Approved curriculum and resources are introduced into classrooms. Teachers receive professional learning and collaborate to refine instructional practices, assessments, and pacing.
Phase 4: Monitor and Improve
Key focus:
How do we ensure curriculum continues to meet student needs and improve outcomes?
Student learning, engagement, and outcomes are monitored over time. Curriculum teams reflect on evidence, adjust instructional practices, and refine curriculum as needed.
Participants in Curriculum Review & Development
Curriculum development is a collaborative effort involving:
- Classroom teachers and specialists
- Building and district administrators
- Instructional coaches
- Students and families, as appropriate
Educators work in kindergarten through grade 12 curriculum teams to ensure vertical alignment, equity of access, and consistency across grade levels and courses.
Curriculum Review Timeline
Each year, the district reviews:
- At least one core academic area, such as mathematics, literacy, or science
- One or more elective or program areas
This approach ensures that all content areas are revisited on a regular cycle and remain relevant, rigorous, and aligned to district priorities.
Curriculum Information and Access
Springfield Township is committed to transparency in how curriculum is designed, reviewed, and communicated.
Students, families, and community members can access Board-approved curriculum overviews by course or subject area that describe learning goals, key priorities, and the types of learning experiences students engage in throughout the year.
In addition, each instructional program at the elementary, middle school, and high school levels publishes curriculum guides or programs of study. These resources provide a more comprehensive view of program design, including course offerings, learning pathways, and how learning builds across grade levels within each school.
To support high-quality instruction, educators also use more detailed planning documents that guide daily instruction, pacing, and assessment. These professional tools ensure consistency and coherence across classrooms while allowing teachers the flexibility to respond to individual student needs.