teacher education curriculum

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Teacher Education Curriculum: What, How, and Why

2005, Curriculum and Teaching Dialogue

In this chapter, we introduce the phrase teacher education curriculum to focus specifically on the question of what curriculum prospective elementary and secondary teachers should study. Then, we organize teacher education curriculum into three components: what to teach, how to teach, and why to teach. Finally, we argue that professional educators should seek to integrate what to teach and how to teach, so that renewed attention can be given to the forgotten question of why to teach.

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Teachers as an agent of change need to be competitive educationally and work performances. Professionally, a License as a teacher is indispensable. CHED Policy Standard Guidelines (PSG) provide at least a Master of Arts or Master of Science in its articulated field of specialization and finished in any allied sciences in any institutionally recognized institution. Work performance means evaluation results from the student, peer, program head, dean and the vice-president for the academic affairs resulted at least "very satisfactory." And, added to these needed "forty" on the teaching personnel in the assurance of quality services are the "relevant" training and experiences. These would guarantee the community counterpart/partner that the teacher can deliver quality services. School as a social network system of social responsibilities getting higher and becoming complicated. Using as a vehicle in the frontier of civilization grants scholarships and academic enhancement. Schools are different from profit organizations; they produce public service instead of public goods. Social systems perspective can set the stage for constructing a background and rationale for those researches in order to help the community self-sufficient, self-reliant, possess proactive dynamic social order and development. Thus, qualified teacher (PRC-TESDA-DepEd-CHED) other accrediting institutions with the recognized school (institution) plus recognized curriculum quality assurance of "academic services" are delivered. No circumvention on the regulatory provisions can happen the institutional desiderata on governance, faculty, curriculum, employability, student services, adopt the community program, researches, library, laboratory and physical plant provisions of the school are indispensable category in the life and continuing existence of the quality services of the school. Thus, the teacher and the school curriculum must be innovated, reinvented and reengineered by the teacher in coping-up the changing trend and landscape of the time, space and circumstances in educational processes. Thus, calibrated teacher as a person whose personality is "down to earth" on "cura personals," he/she can be a weapon of change. As a teacher, he/she must acquire and possess the license to teach and as a professional he/she must have the qualification, performance and relevant training acquired by him/her is incomparable to the school curriculum. Therefore, as a person, teacher and professional she/he "blend" the holistic personality of the "pupil" and a companion on the future lifelong journey of the child. Short Title: Teacher and the School Curriculum

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India has one of the largest systems of teacher education in the world. Besides the university departments of education and their affiliated colleges, government and government aided institutions; private and self-financing colleges and open universities are also engaged in teacher education. Though most teacher education programmes are nearly identical yet their standards vary across institutions and universities. However, teacher education curriculum across the country has been blamed for ineptitude and needs urgent reforms. Teacher educators are a pivotal point of this programme and their opinion regarding the curriculum is very important. Keeping the above in mind, the present study aimed to find out the attitude of teacher educators towards existing teacher education curriculum and the needed renewal in teacher education curriculum. Data was collected from randomly selected 107 teacher educators working in colleges of education affiliated to GGSIPU and M.D.U. A five point attit...

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What Is Curriculum Development and Design?

It’s how we determine what we’re teaching, and how to teach it.

As teachers know, quality education takes a lot of planning and preparation. One important part of this is curriculum development and design. But what exactly does that mean? Here’s a basic overview.

What is a curriculum?

Source: Class Teaching

At its most basic definition, a curriculum is the courses and content offered or taught by a school. The term is used in a variety of ways, from very broad (“a hands-on curriculum”) to quite specific (“a curriculum focused on Shakespeare’s comedies”). In essence, it can encompass anything being taught or learned. Note that the plural of “curriculum” is “curricula,” although you’ll also see the term “curriculums” used from time to time, which is also acceptable.

When it comes to talking about curriculum development in education, the term generally refers to the specific expectations for what students will learn in a particular course of study. For example, “The curriculum for Astronomy 101 focuses on the study of our solar system and galaxy.” It can also refer to an overall collection of courses that make up a wider curriculum, e.g., “the fourth curriculum includes courses in math, language arts, social studies, science, and beginning Spanish.”

Learn more about the term curriculum here.

What is curriculum development?

Curriculum development is the process of determining what students will learn in a specific course of study. At the broadest level, curriculum developers consider what subjects or topics are appropriate for the learning group. They then drill down into more detail in each subject or topic, setting the learning objectives and goals students will be able to achieve upon completing the course.

Discover more about curriculum development here.

How is curriculum development different from instructional design?

Source: D2L

Usually, curriculum development is defined as determining “what” students learn, while instructional design develops a process for “how” they will learn it. Curriculum developers decide that fifth graders should know how to multiply fractions. Instructional designers determine the best ways to teach students that particular skill.

In practice, though, these terms are often used interchangeably, and they march hand-in-hand. Many educators use the term “curriculum development” to encompass both the “what” and the “how.” But those who work in those specific fields will need to understand the difference in responsibilities between these two groups of people.

As noted below, K-12 teachers sometimes have little say in their overall curriculum (“what kids learn”). Learning objectives and standards are determined at a higher level. However, classroom teachers generally are given much more freedom when it comes to instructional design. They can often determine their own best methods for daily teaching and lessons (“how kids learn”).

Explore more about the differences between curriculum development and instructional design here.

Who is involved in curriculum development and design?

This varies depending on the type of curriculum. Possibilities include:

• Subject matter experts: To develop specific goals in a subject area or topic, designers consult with subject matter experts, often referred to as SMEs.
• Education experts: This includes researchers who study education, schools, and learning. They offer their informed opinions on reasonable expectations at specific ages and levels.
• Curriculum program and textbook publishers: Those who specifically design curriculum programs and textbooks employ people like SMEs and education experts to determine the content of their materials.
• Content creators: This includes technical writers, graphic designers, computer programmers, and more. These are the people who create the actual lesson plans and learning materials.
• Government and school officials: All 50 U.S. states have curriculum standards (such as Common Core) for grades K-12, created by government-appointed education experts and other interested parties. Many schools create their own curricula for each grade level or age group, involving school boards, superintendents, principals, or other officials.
• Educators: Teachers have varying levels of input on curriculum development. In public schools, they often must follow a prescribed curriculum set by the district or state. In other cases, teachers are given the ability to design a course from scratch, setting their own curriculum with learning objectives and goals.

Find out more about the people involved in the development and design process here.

What is the general curriculum development and design process?

Source: Futuristic Playground

The curriculum development and design process is lengthy (when done well). It involves a team of people, each with their own skills and responsibilities. Some people are involved at all phases of the process, while others specialize in certain steps. Here’s a quick outline of the overall process.

This is one of the most important steps of the process. The team must consider who the learners are, including what can reasonably be expected of them developmentally and what background knowledge they have or need. They also must consider the overall learning needs, and determine whether they’re teaching a product (knowledge) or a process (how to do something). This step involves a lot of cooperation with subject matter experts and education experts, who can advise on the specifics.

Learn more about the analysis phase here.

In this phase, developers use the information from their analysis to determine the measurable learning objectives for the curriculum. If their only goal is to create a set of learning standards, their job is done. However, if they’re creating a complete curriculum, such as a textbook, course, or online program, the work has only just begun.

Now, developers must decide on an educational approach: subject-centered, learner-centered, or problem-centered (or a combination). They also decide how progress will be assessed, and what acceptable outcomes are. They create a content map, laying out the overall plan for the curriculum. At this point, they have a basic roadmap overview of the course, units, and lessons; they’ve determined “what to teach.”

Learn more about the design phase here.

Now, it’s time to decide “how to teach.” The instructional design process gets into the nitty-gritty of methods and activities. Designers create step-by-step lesson plans and prepare the materials needed to support learning. This may include textbooks, workbooks, online interactives, educational games, instructional videos, hands-on learning activities, and more. Whatever they create, they must ensure these materials teach the learning objectives and approaches set during the design phase.

Learn more about the develop phase here.

Implement and Evaluate

In the final phases, curriculum developers and instructional designers put their plans to the test. They use test audiences to see their curriculum in action, and make changes and adjustments as they go. They continue these test runs until they’re satisfied that their curriculum program meets the needs identified in the analysis phase. Once the curriculum is fully implemented, ongoing evaluations continue, so the program can continue to be revised and updated as needed.

Learn more about the implement and evaluate phases.

How can I become a curriculum developer or instructional designer?

Most teachers spend at least some of their time doing curriculum development and instructional design. If you’d like to pursue these fields as a career, though, you have a few possible paths:

• Earn a degree: Programs are available at both the bachelor’s and master’s levels. Institutions have a variety of names for these programs, including curriculum development, curriculum design and development, curriculum and instruction, instructional design, and more.
• Take PD classes: Look for courses at your local university or professional development sessions for teachers. You can also attend workshops at education conferences to learn more.
• Work a side job: Many curriculum developers employ teachers to serve as educational or subject matter experts. This can lead to full-time opportunities down the road if you’re looking to make a career switch.

Have more questions about curriculum development? Join the WeAreTeachers HELPLINE group on Facebook to ask for advice and share your thoughts.

Plus, read 6 questions every teacher should ask about their writing curriculum ..

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Curriculum and Instruction - Teacher Leadership Emphasis: STEM Specialization, M.Ed.

• Universities at Shady Grove
• September 27, 2024 (Spring 2025 Domestic)
• March 14, 2025 (Fall 2025 Domestic/International) 

June 30, 2025

• In-State - $12,540
• Out-of-State - $26,490

The MEd in Teacher Leadership: Special Studies in Science, Technology, Engineering, and Mathematics (STEM) Education is a rigorous, content-focused program that allows in-service elementary and middle school teachers to explore relationships among science, engineering, and mathematics through a transdisciplinary approach to integrated STEM. Teachers in the program use cutting edge technology and innovative tools to build a Professional Learning Network as they develop philosophies regarding issues of authenticity, equity, and achievement in STEM.

This convenient master’s program enables teachers to earn a degree while maintaining teaching commitments and leads to a state add-on endorsement in “Instructional Leader:  STEM (PreK-6)”.

Key Features

• Integrated STEM Education : Experience a holistic approach to STEM, combining real-world applications and contemporary teaching methods to engage students.
• Professional Learning Network : Build connections with peers and faculty to foster collaboration and continuous professional growth.
• Add-on Certification : Receive a state add-on endorsement in “Instructional Leader: STEM (PreK-6)”.
• Flexible Schedule : Classes meet once per week after school hours, allowing for a balance between work and education.
• Research & Inquiry : Collaborate with esteemed faculty in action research projects that contribute to your professional development and the field of STEM education.

Teacher Leadership Emphasis

Teacher Leadership Emphasis supports already certified beginning teachers and experienced educators in developing a sound common grounding in aspects of teaching and inquiry. The program emphasizes advanced professional development studies, which support experienced teachers as accomplished professionals and instructional leaders.

Information on admissions and application to this program can be found on the University Graduate Admissions website.

Use specialization code MCSTE.

Admission Requirements           Application Guide

Christine T., alum

Our curriculum is meticulously crafted to align with the MSDE STEM Standards of Practice, the Next Generation Science Standards, the Common Core State Curriculum, and the National Board Professional Teaching Standards, ensuring that participants receive a comprehensive and contemporary education that is directly applicable to their practice while also building their professional networks. All teachers who complete the program will receive an add-on endorsement from MSDE as a STEM Instructional Leader (COMAR 13a.12.02.29).

Each course in the program has been designed to reflect the MSDE STEM Standards of Practice as well as the core ideas and practices of the Next Generation Science Standards and the Common Core State Curriculum. Our program opens the space for teachers to explore relationships between science, engineering, and mathematics through the ‘meta-discipline’ of STEM in order to develop a holistic understanding of the world. Teachers in the program are using cutting edge technology and innovative tools to build a Professional Learning Network as they develop personal philosophies regarding issues of authenticity, equity, and achievement in STEM.

Program Structure

The M.Ed. In Teacher Leadership: Elementary STEM Education is composed of ten courses for a total of thirty graduate-level credit hours.

• Teaching & Learning in the Physical Sciences
• Biological Principles in Learning & Teaching
• Introduction to Engineering Design
• Developing a Professional Teaching Portfolio
• Innovations and Problem Solving in the Mathematics Classroom
• Applications of Technology in Instructional Settings
• Embracing Diversity in STEM Education
• Conducting Research on Teaching in the STEM Disciplines
• Mathematical Patterns & Predictions
• Educational Leadership in STEM Education

Teaching & Learning in the Physical Sciences : A course or two about physical science cannot possibly cover all topics one may end up teaching. The point of this course, therefore, is not just to help teachers understand some key topics but also to give them the skills needed to independently learn new material. In the process of learning science, teachers will have the opportunity to refine their ideas about what science is, what it means to learn and do science. Teachers participating in this course will develop:

• deep conceptual knowledge of topics in physics including motion, floating/sinking, and the nature of matter;
• the ability and propensity to approach the learning of new topics in physical science through tangible sense-making and coherence-building; and
• the ability and propensity to participate in scientific argumentation, which includes engaging with the ideas of others, defending claims with evidence, and seeking coherence between conflicting ideas

Introduction to Engineering Design : Designed by faculty in the Engineering Department, this course will provide an introduction to engineering design and human-centered design through three design projects. Each project will include a written design brief and product design reports, project planning and team management, and rapid prototyping. Participants will engage in discussions around sustainability, globalization, and engineering ethics. Teachers will also be guided through focused exploration of the intersections of scientific and mathematical inquiry and engineering design.

Problem Solving and Innovative Thinking in the Mathematics Classroom : Our society’s opportunities and demands are constantly changing. In order to take advantage of these opportunities and be successful in the face of unpredictable changes, students need learning and innovation skills such as creativity and problem solving as well as a support system for developing such skills. These skills are not only critical for a rapidly changing world, they are the keys to ensuring a fair and inclusive education, which is one of the most powerful levers available to make society more equitable. Mathematics is critical to the development of these skills. Therefore our mission is to re-imagine the mathematics learning environment, rethink mathematics instruction, and re-consider the mathematics curriculum so that we open the door to the development of powerful problem-solving skills and innovative thinking.

Sep 17 Graduate Fair Expo Sep 17, 2024 4:00 – 6:00 pm

Created by the Great Schools Partnership , the GLOSSARY OF EDUCATION REFORM is a comprehensive online resource that describes widely used school-improvement terms, concepts, and strategies for journalists, parents, and community members. | Learn more »

The term curriculum refers to the lessons and academic content taught in a school or in a specific course or program. In dictionaries, curriculum is often defined as the courses offered by a school, but it is rarely used in such a general sense in schools. Depending on how broadly educators define or employ the term, curriculum typically refers to the knowledge and skills students are expected to learn, which includes the  learning standards or  learning objectives  they are expected to meet; the units and lessons that teachers teach; the assignments and projects given to students; the books, materials, videos, presentations, and readings used in a course; and the tests,  assessments , and other methods used to evaluate student learning. An individual teacher’s curriculum, for example, would be the specific learning standards, lessons, assignments, and materials used to organize and teach a particular course.

When the terms curriculum or curricula are used in educational contexts without qualification, specific examples, or additional explanation, it may be difficult to determine precisely what the terms are referring to—mainly because they could be applied to either all or only some of the component parts of a school’s academic program or courses.

In many cases, teachers develop their own curricula, often refining and improving them over years, although it is also common for teachers to adapt lessons and syllabi created by other teachers, use curriculum templates and guides to structure their lessons and courses, or purchase prepackaged curricula from individuals and companies. In some cases, schools purchase comprehensive, multigrade curriculum packages—often in a particular subject area, such as mathematics—that teachers are required to use or follow. Curriculum may also encompass a school’s academic requirements for graduation, such as the courses students have to take and pass, the number of credits students must complete, and other requirements, such as completing a capstone project or a certain number of community-service hours. Generally speaking, curriculum takes many different forms in schools—too many to comprehensively catalog here.

It is important to note that while curriculum encompasses a wide variety of potential educational and instructional practices, educators often have a very precise, technical meaning in mind when they use the term. Most teachers spend a lot of time thinking about, studying, discussing, and analyzing curriculum, and many educators have acquired a specialist’s expertise in curriculum development—i.e., they know how to structure, organize, and deliver lessons  in ways that facilitate or accelerate student learning. To noneducators, some curriculum materials may seem simple or straightforward (such as a list of required reading, for example), but they may reflect a deep and sophisticated understanding of an academic discipline and of the most effective strategies for learning acquisition and classroom management .

For a related discussion, see hidden curriculum .

Since curriculum is one of the foundational elements of effective schooling and teaching, it is often the object of reforms, most of which are broadly intended to either mandate or encourage greater curricular standardization and consistency across states, schools, grade levels, subject areas, and courses. The following are a few representative examples of the ways in which curriculum is targeted for improvement or used to leverage school improvement and increase teacher effectiveness:

• Standards requirements: When new learning standards are adopted at the state, district, or school levels, teachers typically modify what they teach and bring their curriculum into “ alignment ” with the learning expectations outlined in the new standards. While the technical alignment of curriculum with standards does not necessarily mean that teachers are teaching in accordance with the standards—or, more to the point, that students are actually achieving those learning expectations—learning standards remain a mechanism by which policy makers and school leaders attempt to improve curriculum and teaching quality. The Common Core State Standards Initiative , for example, is a national effort to influence curriculum design and teaching quality in schools through the adoption of new learning standards by states.
• Assessment requirements: Another reform strategy that indirectly influences curriculum is assessment, since the methods used to measure student learning compel teachers to teach the content and skills that will eventually be evaluated. The most commonly discussed examples are standardized testing and high-stakes testing , which can give rise to a phenomenon informally called “teaching to the test.” Because federal and state policies require students to take standardized tests at certain grade levels, and because regulatory penalties or negative publicity may result from poor student performance (in the case of high-stakes tests), teachers are consequently under pressure to teach in ways that are likely to improve student performance on standardized tests—e.g., by teaching the content likely to be tested or by coaching students on specific test-taking techniques. While standardized tests are one way in which assessment is used to leverage curriculum reform, schools may also use rubrics and many other strategies to improve teaching quality through the modification of assessment strategies, requirements, and expectations.
• Curriculum alignment: Schools may try to improve curriculum quality by bringing teaching activities and course expectations into “ alignment ” with learning standards and other school courses—a practice sometimes called “curriculum mapping.” The basic idea is to create a more consistent and coherent academic program by making sure that teachers teach the most important content and eliminate learning gaps that may exist between sequential courses and grade levels. For example, teachers may review their mathematics program to ensure that what students are actually being taught in every Algebra I course offered in the school not only reflects expected learning standards for that subject area and grade level, but that it also prepares students for Algebra II and geometry. When the curriculum is not aligned, students might be taught significantly different content in each Algebra I course, for example, and students taking different Algebra I courses may complete the courses unevenly prepared for Algebra II. For a more detailed discussion, see coherent curriculum .
• Curriculum philosophy: The design and goals of any curriculum reflect the educational philosophy—whether intentionally or unintentionally—of the educators who developed it. Consequently, curriculum reform may occur through the adoption of a different philosophy or model of teaching by a school or educator. Schools that follow the Expeditionary Learning model, for example, embrace a variety of approaches to teaching generally known as project-based learning , which encompasses related strategies such as  community-based learning  and authentic learning . In Expeditionary Learning schools, students complete multifaceted projects called “expeditions” that require teachers to develop and structure curriculum in ways that are quite different from the more traditional approaches commonly used in schools.
• Curriculum packages: In some cases, schools decide to purchase or adopt a curriculum package that has been developed by an outside organization. One well-known and commonly used option for American public schools is International Baccalaureate , which offers curriculum programs for elementary schools, middle schools, and high schools. Districts may purchase all three programs or an individual school may purchase only one, and the programs may be offered to all or only some of the students in a school. When schools adopt a curriculum package, teachers often receive specialized training to ensure that the curriculum is effectively implemented and taught. In many cases, curriculum packages are purchased or adopted because they are perceived to be of a higher quality or more prestigious than the existing curriculum options offered by a school or independently developed by teachers.
• Curriculum resources: The resources that schools provide to teachers can also have a significant affect on curriculum. For example, if a district or school purchases a certain set of textbooks and requires teachers to use them, those textbooks will inevitably influence what gets taught and how teachers teach. Technology purchases are another example of resources that have the potential to influence curriculum. If all students are given laptops and all classrooms are outfitted with interactive whiteboards, for example, teachers can make significant changes in what they teach and how they teach to take advantage of these new technologies (for a more detailed discussion of this example, see one-to-one ). In most cases, however, new curriculum resources require schools to invest in professional development that helps teachers use the new resources effectively, given that simply providing new resources without investing in teacher education and training may fail to bring about desired improvements. In addition, the type of professional development provided to teachers can also have a major influence on curriculum development and design.
• Curriculum standardization: States, districts, and schools may also try to improve teaching quality and effectiveness by requiring, or simply encouraging, teachers to use either a standardized curriculum or common processes for developing curriculum. While the strategies used to promote more standardized curricula can vary widely from state to state or school to school, the general goal is to increase teaching quality through greater curricular consistency. School performance will likely improve, the reasoning goes, if teaching methods and learning expectations are based on sound principles and consistently applied throughout a state, district, or school. Curriculum standards may also be created or proposed by influential educational organizations—such as the National Science Teachers Association or the National Council of Teachers of Mathematics , for example—with the purpose of guiding learning expectations and teaching within particular academic disciplines.
• Curriculum scripting: Often called “scripted curriculum,” the scripting of curriculum is the most prescriptive form of standardized, prepackaged curriculum, since it typically requires teachers to not only follow a particular sequence of preprepared lessons, but to actually read aloud from a teaching script in class. While the professional autonomy and creativity of individual teachers may be significantly limited when such a curriculum system is used, the general rationale is that teaching quality can be assured or improved, or at least maintained, across a school or educational system if teachers follow a precise instructional script. While not every teacher will be a naturally excellent teacher, the reasoning goes, all teachers can at least be given a high-quality curriculum script to follow. Scripted curricula tend to be most common in districts and schools that face significant challenges attracting and retaining experienced or qualified teachers, such as larger urban schools in high-poverty communities.

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National Curriculum Framework for Teacher Education (NCFTE): A Historical Analysis

• First Online: 26 September 2023

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• Jasim Ahmad 3 &
• Prerna Sharma 4  

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The role of teachers has been a significant contributor to the qualitative improvement of our education system. In India, considerable efforts have been placed in the regulation of teacher education specifically targeting the quality of teacher training. The challenge that is hovering over teacher education in India since its inception to present times is the quality aspect of teacher education (NCFTE, 2009). The chapter describes the emergence of NCTE as an organisation, its role and objectives towards strengthening of the teacher education system. It aims to trace the process of curriculum development for teacher education through the study of various curriculum frameworks by the National Council of Teacher Education (NCTE). It discusses the National Curriculum Framework for Teacher Education in depth regarding their recommendations, shortcomings, and implementation. The study of the development of teacher education followed by subsequent curriculum development provides instrumental support for futuristic planning. The chapter discusses in detail about various documents such as Committee Report of Experts on Teacher Education Curriculum (NCERT (1978), Teacher education curriculum - a framework. New Delhi, NCERT.), Report of Integrated Committee for Secondary Teacher Education (1981), National Commission on Teachers (1983–1985), NCFTE (NCTE (1988): National curriculum framework for teacher education, New Delhi, NCERT.), Curriculum Framework for Quality Teacher Education (National Council for Teacher Education (1998): Curriculum framework for quality teacher education, New Delhi, NCTE.) and the Report of ECCE Teacher Education Curriculum Framework. An attempt has been made to describe the emerging trends through policies like NCF-2005, NCFTE-2009, NCTE regulations (2014), and their implications to Indian teacher education. Another aspect dealt in the chapter discusses the need and challenges for NCTE in light of the current National Policy on Education 2020. A brief critique and a comparative overview of the curriculum frameworks prescribed by NCTE has also been attempted to uncover the future perspectives for strategising and strengthening teacher education in India.

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Ahmad, J., Sharma, P. (2023). National Curriculum Framework for Teacher Education (NCFTE): A Historical Analysis. In: Ahmad, J., Masih, A. (eds) Teaching and Teacher Education in India. Springer, Singapore. https://doi.org/10.1007/978-981-99-4985-4_6

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Published : 26 September 2023

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Curriculum teacher education (cte).

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For the 2025-2026 academic year, the CTE master's program will NOT admit students. Please check back in July 2025 for updates on the 2026-2027 academic year.

CTE is an individualized, research-intensive program intended for students with prior professional experience and education. The CTE master’s program, which accepts only a small number of students each year, aims to prepare students to serve as educational leaders in a variety of contexts as well as paving the way to further graduate study.

The program was designed for individuals with experience in schools or other educational settings (e.g. museums, community-based organizations, etc.) who are interested in furthering their ability to work at the intersection of theory and practice around issues of teaching, learning, curriculum, teacher education, and school reform. Students work closely with a faculty advisor to develop an individualized program of study that reflects the student’s particular interests. Students also have the opportunity to develop specializations around particular subject matters (English, literacy, mathematics, science, or history), although please note that only a small number of CTE faculty accept MA students each year. 

Students have ample opportunity to take courses both across the Graduate School of Education and the university at large. In addition to coursework, students conduct a final project that will allow them to focus in depth on a particular area of interest.

Please note: The MA program in CTE is not designed to lead to teacher certification. Those interested in teacher preparation should consider the STEP program .

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Savannah-Chatham schools' literacy efforts include new and evolving curriculum

Editor's Note: This article is part of a series taking a closer look at topics discussed by the Savannah-Chatham County Public School System (SCCPSS) leaders and Chatham County Board of Education members during a fall retreat on Aug. 21 and 22   at the Georgia Tech-Savannah campus.

As previously reported by The Savannah Morning News, 42 percent of SCCPSS third graders and 37 percent of eighth graders tested as reading below grade level on the Georgia Milestones Assessment System exams last year.

Superintendent Denise Watts, Ed. D., has often asked for patience in the process of improving literacy across the district. She has also stated, as previously reported, many factors go into assessing and addressing students' proficiency beyond GMAS. District leaders reassured the school board at the August retreat that literacy efforts are ongoing and making progress.

Aug. 1 marked the beginning of the district's six-year implementation of textbook publisher Houghton Mifflin Harcourt (HMH)’s Into Reading. SCCPSS chose Into Reading as well as Into Literature for sixth through 12th graders along with HMH's Waggle and Writeable products this past February. The new literacy curriculum will cost the district $20,387,665 over the next six years.

Director of Elementary Curriculum Andrea Burkiett said that with that expense, HMH provides a coaching service, called Coachly , for the district's English Language Arts (ELA) teachers. SCCPSS opted to purchase the services for the first three years of the implementation rather than the typical one year. She said school leaders know it is a "large lift" for teachers to both adopt a new curriculum and relearn how to teach students how to read. She assured that Coachly and SCCPSS have made efforts to align with literacy instruction training that K-5 teachers have been receiving through the Lexia LETRS program since January.

Following SCCPSS's Literacy Effectiveness Officer Cherie Goldman's update via her Setting our Sights on the North Star: Every Child a Proficient Reader report at the August school board retreat, the Savannah Morning News interviewed Burkiett and Goldman as well as Coachly's General Manager of Services Amy Dunkin to find out what all these moving parts mean for SCCPSS's students who still struggle with literacy.

SCCPSS purchased new literacy texts: Savannah-Chatham schools approves $20m for literacy curriculum, names literacy officer

Change comes from understanding the 'science of reading'

Goldman reiterated the district's case for changing course on literacy instruction to the " science of reading " approach. She said the term had become confused with simply "teaching phonics," although that is only one of the literacy acquisition elements, which also include phonemic awareness, fluency, vocabulary, comprehension, knowledge and writing.

While "science of reading" has also become a go-to for textbook marketers, the phrase, as defined by The Reading League , refers to "a vast, interdisciplinary body of scientifically-based research about reading and issues related to reading and writing."

Goldman added the literacy also entails "listening and speaking." When students become truly literate then they can use language "to acquire and integrate the knowledge that they need to construct and communicate meaning" in Math, science or whatever the subject, she said.

To achieve this, Goldman said the district's literacy efforts require constant monitoring and refining cogs within a universal system of literacy to "take it from implementation to sustainability." The report provided specifics about those cogs which are:

• Data-base decision making
• Professional Development
• Community Family/Involvement
• Universal Literacy Instruction
• Literacy Intervention Instruction

Goldman shared insight on the efforts within each cog, but the professional development and universal literacy instruction components were specific to LETRS training and HMH's curriculum, respectively.

2024 GMAS results; More than 1/3 of SCCPSS 3rd and 8th graders still not reading at grade level

An evolving curriculum coupled with teacher training

To understand the state of literacy education in the country, it has become essential reading or listening to engage with " Sold a Story ," a podcast based on the reporting of investigative journalist Emily Hanford . In the podcast, Hanford lays out why United States schools have significantly shifted away from a method known as whole language or the three-queueing system and moved towards the science of reading.

The podcast helped sway many school districts and states into making policy changes requiring science of reading instruction, by scrutinizing the the whole language and three-queuing methods that dominated curriculum materials published by Heineman .

HMH is the parent company of Heineman. This fact underscores that the science of reading has also caused a major reset within the publishing industry and while HMH introduced it's Into Learning suite in June of 2018 , it also added a structured literacy strand to Into Reading earlier this year.

HMH's response to a review of its Into Reading curriculum conducted in 2023 by The Reading League said the review was incomplete because it occurred prior to a new element of the program being added in 2024. The new element is known as Structured Literacy, which HMH said, addressed many of The Reading League's concerns, such teaching students to memorize high-frequency words "instead of identifying sound-symbol correspondences." Dunkin called any curriculum, a "living and breathing instructional tool" that undergoes constant evaluation and improvement based on feedback as part of HMH's obligation to be responsive.

Burkiett said the science of reading and HMH's updated components are in response to a changing a body of evidence that has evolved and expanded to bridge "that gap between the science and the practice and the art of teaching." She said as technology in and out of the classroom have evolved so, too, should instructional methods. She sees HMH's willingness to make necessary changes as an advantage for teachers and students.

Dunkin responded similarly to the question of how effective a curriculum still in flux could be. To parents of SCCPSS students she said, "feel confident in knowing that there's a large investment by us [HMH] as a corporation in ensuring that our solutions [curriculum, assessment, and instruction] are of the highest quality and yield the growth and outcomes that districts expect."

She emphasized SCCPSS's intentionality of its launch, especially its inclusion of Coachly, which is a "constant support" for teachers throughout the school year. She said Coachly meets each teacher where they are, whether a first-year right out of college or a 30-year rewiring decades of literacy teaching practices. Coachly does this, Dunkin said, through 1:1 coaching opportunities, on-demand lesson planning assistance and instructional videos as well as onsite group trainings.

Read another way, and articulated by Burkiett, the status of the curriculum as "under development is certainly one way to say it, but the other way that I would look at it would be, 'you know better, you do better.'"

Joseph Schwartzburt is the education and workforce development reporter for the Savannah Morning News. You can reach him at [email protected].

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Your child will flourish at the International School of Moscow (ISM), where a careful balance of British academic rigour, one-of-a-kind learning experiences, and personalised support inspire success. We are proud to be one of the top international schools in Russia, offering the English National Curriculum from Pre-Nursery all the way through to 18. This includes (I)GCSEs and A-Levels, which set the standard for international education, and are respected by universities and employers across the world.

Following these curriculum pathways – which are brought to life by world-class, UK qualified teachers – sees our students achieve impressive results, including a 100% pass rate at (I)GCSE and A-Level. This takes them to first-choice, top 100 universities in the UK, Europe, the US, and Asia.

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At ISM, we work tirelessly to ensure every student fulfils their potential. At each stage of their learning journey, your child will receive the right balance of challenge and support, tailored to their needs and goals. This includes the opportunity to join our Most Able and Talented (MAT) Programme, which accelerates our most gifted students’ progress.

From the Early Years Foundation Stage through to IGCSEs and A-levels, all our students follow the world-renowned English National Curriculum. We’re the only school in Moscow to offer this rigorous British education from 2 to 18, which we carefully adapt to our international context. Used by more than 30,000 schools worldwide, the curriculum is also globally respected by the best universities.

Our personalised approach to learning – which also includes expert pastoral and wellbeing support – sees our students get excellent results. Every year, they achieve IGCSE and A-level grades far higher than the UK national average. This hard-earned success takes our graduates to the very best universities in the UK, Europe, North America, and Asia, including Oxford, Cambridge, UCLA, and Imperial College London.

Every day at ISM is packed with exciting opportunities to learn. Our supportive and enabling community is the perfect place to try new things, too.

From Year 4, your child will go on residential trips that build their confidence and independence, encourage teamwork, and take them out of their comfort zone. We also offer a rich programme of educational and cultural visits around Moscow. Each activity is carefully planned to broaden perspectives and add a real-world dimension to your child’s learning.

Our cutting-edge STEAM programme, which is delivered in collaboration with the world-renowned Massachusetts Institute of Technology (MIT), opens our students’ eyes to the marvels of science, technology, engineering, art, and maths. Channelling their curiosity, creativity, and critical thinking skills, your child will work with friends to solve practical problems set by MIT professors.

We also run more than 50 extra-curricular clubs. These include a plethora of sporting activities, including kayaking and mountain biking in the beautiful natural spaces of our Rosinka Campus to journalism, drama, and cyber discovery. And on our fantastic instrumental programme, your child will pursue their passion for music, learning from the very best teachers and achieving outstanding exam success.

We’ll make sure your child is safe and supported in everything they do. Our expert pastoral care team, which includes a psychologist, counsellor, and safeguarding team, actively keep an eye on every student’s health and wellbeing. In a recent survey, 95% of our parents said their child felt safe at school.

Your child will love learning at ISM, where the very best British and international teachers will energise, enthuse, and engage them every day. Our parents strongly agree: 90% say their child has an excellent relationship with and is motivated by our exceptional educators.

Being part of the Nord Anglia family enables us to attract and retain the most talented people, who have an in-depth knowledge of the English National Curriculum. All our teachers hold UK qualified status or equivalent, and many have a Master’s degree or PhD, too. Importantly, all our Primary and core subject teachers are native English-speakers, something that’s unique among schools in Moscow.

With a teacher-student ratio of one to eight, your child will receive the personalised care and attention they need to flourish. Our teachers will get to know their learning needs and preferences, as well as their passions, strengths, and ambitions for the future. This includes nurturing their personal growth, as well as making sure they achieve academically.

Our teaching standards are second to none, which is thanks to the breadth of training and continuing professional development opportunities we offer. On the award-winning Nord Anglia University platform, for example, our teachers study for hundreds of courses and share pedagogical practise that keeps them at the forefront of global educational trends. We also support their career aspirations by offering a Master’s in International Education and senior leadership programmes.

At ISM, we challenge our children to consider how they can make the world a better place.

Globally, our students drive change through our collaboration with UNICEF. Your child will learn about urgent international issues – like the UN Global Goals and Rights of the Child – and work on inspiring solutions through UNICEF’s Global Challenge programme. At our Model United Nations club, students collaborate with friends, learn to research, reason, and communicate effectively, and open their minds to different perspectives.

In school, our Primary and Secondary Student Councils – supported by our House captains, Head Boy and Girl, and Eco Committee – represent their peers and choose causes and issues to promote. This includes fundraising for local charities, improving our House merit system, and reducing the amount of plastic we use.

We encourage our older students to take part in The Duke of Edinburgh’s International Award, too. By immersing themselves in experiences that build confidence, resilience, and independence, our students learn new skills and give back to the community.

Our commitment to personal, social and health education (PSHE) fosters the knowledge and attributes our students need to thrive as individuals, family members, and part of society. This ensures they develop a strong moral compass and belief system.

Everyone’s welcome at ISM. Our multicultural community of students, families, teachers, and alumni make our school a supportive, nurturing place to be, where both you and your child will flourish.

We work hard to build strong relationships with you, our parents. Our New Parent Programme – supported by our parent reps and admissions ambassadors – will help you settle into school, as well as life in our magnificent city. You’ll also be invited to regular coffee mornings, student art exhibitions, concerts, and sports competitions. And through our Parent Academy workshops – which cover topics like teaching techniques, assessment methods, and wellbeing themes – you’ll benefit from insights from staff and Nord Anglia specialists.

Every ISM student is a member of one of our four Houses: Romans, Saxons, Vikings, and Normans. Forging a strong sense of identity across the age groups, our Houses take part in sporting and academic competitions, and provide a robust support system.

We’re incredibly proud of our British culture and heritage, too. From our uniform to our curriculum, we seek to instil strong values and develop intelligent, respectful, academically minded students ready to create their own future.

ISM is a tightknit learning community with two state-of-the-art campuses to the west of Moscow city: Rosinka, in a vibrant residential community and Krylatskoe, in the heart of a protected national park. Both are safe gated environments, with 24/7 security.

At both campuses, specialist sports, creative, and STEAM spaces transform how and what our students learn. Our campuses are home to the latest equipment and technology, too, ensuring your child benefits from a 21st century learning experience.

Rosinka Campus

Rosinka is truly unique: it is the only place in Moscow where students can cycle, climb, kayak, and walk within a forested area, all without leaving our gated community. Our Early Years Foundation Stage (EYFS) Building has been thoughtfully designed to nurture our youngest learners’ growth through exploration and play. Alongside bright classrooms, colourful play areas, and a Tinker Room, we are home to one of the only Forest Schools in Russia.

Packed with spaces that spark our children’s curiosity and creativity, our Primary Building plays host to exhilarating learning experiences. It has an open-plan library, an indoor gym, dedicated spaces to learn music, and classrooms packed with interactive technology, including iPads and MacBooks.

Krylatskoe Campus

Easy to reach from Moscow’s city centre, Krylatskoe is situated on the site of the former Olympic Park, which is now a protected area.

Our EYFS and younger Primary (Years 1-4) children learn and discover on our Lower Campus. Here, dynamic, interactive classrooms – as well as specialist music and language spaces – flow into bright outdoor areas, including a garden and allotment, which provide calming areas to connect with nature.

A five-minute walk away, our Upper Campus is home to our older Primary (Years 5-6) and Secondary students. Specialist subjects come to life in well-equipped science labs, art studios, and tech-enriched classrooms, while spacious indoor sports facilities, two all-weather pitches, and an outdoor climbing wall give every child the chance to get active.

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How to Build Confidence

Research shows that confident students are more likely to succeed academically.   In fact, several science-backed studies cite self-confidence as the number one predictor of academic achievement. Researchers found that students with greater confidence were more willing to learn and challenge themselves. They were also more motivated, resilient, and capable of dealing with adversity. 

At the International School of Moscow (ISM), our job is to build and nurture positive self-esteem in children. But what is confidence? And how does it affect academic performance? 

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The International School of Moscow

You are here.

The International School of Moscow (ISM) is one of the leading international schools in Moscow It offers British international education to students from Pre-Nursery through to Sixth Form. Since opening in 2007, ISM has become the school of choice for expatriate and Russian parents looking to provide their children with highest levels of education.  ISM occupies four impressive campuses in two of the city’s most exclusive areas. The Krylatskoe site is located at the heart of a protected national park and surrounded by sport facilities. The Rosinka site is located in an upmarket residential complex and boasts excellent indoor and outdoor facilities. ISM has been recognised on multiple occasions as an outstanding school by the Independent Schools Inspectorate with every area of the school being graded as excellent, an assessment comparable to that of top UK independent schools. The school is now a part of Nord Anglia Education.  

British Schools in Moscow - List with Reviews

Quick Links:  British Schools in Moscow ( 12 )   |   American Schools in Moscow ( 1 )   |   IB Schools in Moscow ( 2 )   |   All Schools in Moscow ( 23 )

Read about the different types of international school if you aren't sure what the difference is.

Don't miss our report on the Best Schools in Moscow

Cambridge International School, Skolkovo Campus 

Cambridge International School (CIS) Moscow was established in 2009 and soon became one of the leading international schools in Moscow and Saint Petersburg. Its principal aim continues to be the provision of an excellent education based on the Cambridge International Curric... Read More

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The International School of Moscow, Rosinka 

The International School of Moscow (ISM) Rosinka offers a contemporary English international education to students aged from 2 to 11. Established in 2007, the School has a student body of over 1000 and boasts more than 60 nationalities. ISM Rosinka welcomes students aged 2-11. ... Read More

Britannia School 

Britannia School Moscow is a traditional British Nursery and Primary school that teaches students from the age of 1,5 years old to 7 years old. We follow the British Early Years Foundation stage (EYFS) and the English national curriculum. All lessons at Britannia School are taught... Read More

English International School Moscow 

English International School Moscow offers a warm and welcoming setting, in which students can develop a love of learning and parents are an integral part of our school community. We encourage regular communication with parents as we believe that working in partnership is the key t... Read More

English Nursery and Primary School 

English Nursery and Primary School (ENS) is a family of 5 schools in Moscow and the Moscow region, aimed specifically at the needs of children from 2 to 12 years of age. ENS has 17 years of experience in childhood development and education, basing their specialised provision on th... Read More

The International School of Moscow, Krylatskoe Campus 

The International School of Moscow (ISM) is a leading international school in the region, with a strong academic track record. ISM welcomes students aged 2-18 and offers unique Secondary and Sixth Form opportunities due to the large international student body and a wide variety ... Read More

British International School Moscow 

At the British International School Moscow (BIS), we welcome and educate students from around the world. We help facilitate new families settling into Moscow and are aware that parents who relocate need to be reassured that their children are educated and develop in a safe and secu... Read More

Heritage International School 

Heritage International School offers a supportive international environment and world-class education and care for children from 2 years old in Moscow. The education is based on the British curriculum with lessons conducted in English by highly qualified international teachers. ... Read More

The English School of Science and Technology 

International English School of Science & Technology (ESS)  is a co-educational independent school that offers students from diverse backgrounds the best of English national education. The school is firmly based on the academic standards found in a typical, high-quality British ind... Read More

Russian International School 

Russian International School (RIS) is an international school which is dedicated to educating children from 2 to 18 years old. RIS implements the highest standards of International and Russian education, which provides exceptional academic success to students at all levels.  T... Read More

Cambridge International School, Moscow Campus 

Cambridge International School (CIS) was established in 2009 and soon became one of the leading international schools in Moscow and Saint Petersburg. Its principal aim continues to be the provision of an excellent education based on the Cambridge International Curriculum wh... Read More

Cambridge International School, Gorki Campus