The Office of Curriculum and Instruction
Dr. Lydia Furnari, Superintendent of Schools
Ms. Liesel Steines, Supervisor of Curriculum, Instruction, & Professional Development
Ms. Kathleen DeRosa, Supervisor of Curriculum & Instruction
Ms. Kristen Emmel, Mathematics Staff Developer
The Office of Curriculum and Instruction manages the instructional program and resources for the District in collaboration with administrators, teachers, and the Board of Education. This work is ongoing and updates on progress are posted periodically. For more specific information on the District's curriculum please see individual links to each curriculum content area on the righthand sidebar.
Overview: Curriculum, Standards, Instruction, Assessment, & Professional Development
Curriculum describes (in writing) the most important outcomes of the schooling process; thus, the curriculum is a document in which resides the district’s “collected wisdom” about what is most important to teach … Curriculum is based on standards; as a result, curriculum and standards are linked. Curriculum specifies how standards are met. Standards are not curriculum. Rather, standards provide a vision of the appropriate content and processes (usually for a subject area, such as mathematics) of what students should know and be able to do across a range of grade levels.
…A curriculum is a plan that focuses and guides classroom instruction and assessment … Assessments answer the question of how much knowledge and skill are good enough to meet the standards aligned in a unit. Teachers use assessments to determine how good is good enough. Classroom assessment is inexorably linked to curriculum.
(Squires, D. 2004. Aligning and Balancing the Standards-Based Curriculum).
"Differentiating instruction is an approach to teaching that advocates active planning for and attention to student differences in classrooms, in the context of high quality curriculums." – Carol Tomlinson, Ed. D.
Professional development is the link between the design and implementation of education reforms and the ultimate success of reform efforts in schools.
According to the research, high-quality professional learning opportunities for teachers contain the following five characteristics:
(DeMonte, J. 2013. High Quality Professional Development for Teachers)
Franklin Lakes Public Schools gear up for curricular and instructional changes designed with 21st century learners at the center
By Liesel Steines
Supervisor of Curriculum, Instruction, & Professional Development
While our students were enjoying long summers of rest, relaxation, and adventure, the Department of Curriculum and Instruction was busy planning, designing, and preparing for the implementation of new and improved 21st century skills-aligned curriculum across many disciplines, Pre K-8! Intended to prepare learners for successful futures, while also meeting a variety of needs, the purpose of any curriculum is to "describe (in writing) the most important outcomes of the schooling process" (Squires, D. 2004).
FLPS Educators: Advancing Expertise
The Franklin Lakes Public Schools proudly celebrate our educators who give back to the profession in an effort to support student achievement and educator improvement and innovation beyond the walls of their own classrooms. Our District's Advancing Expertise newsletter semi-annually recognizes the contributions of our certified staff members who take on leadership roles in the area of professional development and learning.
The Department of Curriculum and Instruction Supports Professional Development
Much research is done on the benefits of teacher professional development and the best practices for its implementation. Click on the graphic to the left to see a recent study done by Stanford University and funded by the Bill and Melinda Gates Foundation. It outlines the key findings on what effective professional development looks like and its effect on student learning. We can be confident that, unlike many programs in the U.S., Franklin Lakes implements many of the best practices noted in this study.