A. Discuss the project parameters for the curriculum evaluation process by doing the following:
1. Identify key factors for student subgroups that indicate a need for a curriculum evaluation, using the data in the attached “Curriculum Guide Excerpt,” “Curriculum Map,” “Needs Assessment,” and “School Report Card.” Justify how the factors support the need for the curriculum evaluation process to continue.
2. Identify key stakeholder groups you would include in the curriculum development team (CDT) and their respective roles. Justify their inclusion and roles in the curriculum evaluation process.
B. Discuss the plan to orient faculty and staff who will be affected by the potential changes caused by the curriculum evaluation process by doing the following:
1. Identify staff who will participate in the curriculum evaluation orientation and their respective roles. Justify their inclusion and roles in the curriculum evaluation orientation.
2. Explain the concepts and processes you would include in the curriculum evaluation orientation that would effectively orient the staff members identified in part B1 to the curriculum evaluation process discussed in part A.
C. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
D. Demonstrate professional communication in the content and presentation of your submission.
The submission demonstrates consistently unprofessional or unethical behavior or disposition as outlined in the WGU Teachers College Code of Ethics.
The submission demonstrates behavior or disposition that conflicts with the professional and ethical standards outlined in the WGU Teachers College Code of Ethics.
The submission demonstrates behavior and disposition that align with the professional and ethical standards outlined in the WGU Teachers College Code of Ethics.
The submission does not identify key factors for student subgroups, or the identified factors do not indicate a need for curriculum evaluation. Or no justification is provided.
The submission does not plausibly justify how the identified key factors for student subgroups support the need for the curriculum evaluation process to continue, or the submission does not include evidence from each given attachment.
The submission plausibly justifies how the identified key factors for student subgroups support the need for the curriculum evaluation process to continue, including evidence from the given attachments.
Key stakeholder groups for the curriculum development team are not identified, or the respective role for any identified stakeholder group is not provided. Or a justification for the inclusion of any of the stakeholder groups in the curriculum development team or the role of any of the stakeholder groups in the curriculum evaluation process is not provided.
identified key stakeholder groups in the CDT lacks relevant support or excludes details of how the groups will contribute to the process and fulfill the role identified.
The justification for the inclusion of identified key stakeholder groups in the CDT includes relevant support, detailing how the groups will contribute to the process and fulfill the role identified.
Staff who will participate in the curriculum evaluation orientation are not identified, or the respective role for any identified staff is not provided. Or a justification for the inclusion or role of staff in the curriculum evaluation orientation is not provided.
The justification for the inclusion of identified staff in the curriculum evaluation orientation lacks relevant support or excludes details of how the staff will contribute to the process and fulfill the role identified.
The justification for the inclusion of identified staff in the curriculum evaluation orientation includes relevant support, detailing how staff will contribute to the process and fulfill the role identified.
An explanation is not provided, or the explanation does not provide concepts or processes to be addressed in the curriculum evaluation orientation.
The explanation addresses concepts and processes that the candidate would include in the curriculum evaluation orientation, but they are irrelevant, or they would not effectively orient the staff members identified in part B1 to the curriculum evaluation process discussed in part A.
The explanation addresses relevant concepts and processes that the candidate would include in the curriculum evaluation orientation that would effectively orient the staff members identified in part B1 to the curriculum evaluation process discussed in part A.