Teachers debate the merits of customizing lesson plans versus following a strict curriculum.

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On a June Sunday, Chris Dier, a high school history teacher, diligently prepares lessons for his upcoming Advanced Placement U.S. and World History classes, a routine he’s followed for years. As Louisiana’s 2020 Teacher of the Year, Dier has never had a ready-to-use curriculum from his school district in his 14 years of teaching, even when he joined Benjamin Franklin High School in New Orleans, a top charter school without provided curricula or materials.

Dier shared, “We are essentially responsible for developing our own curriculum. The curriculum I teach is entirely self-created.”

Each year, school districts nationwide invest heavily in curriculums, the structured materials guiding teaching. Despite this, teachers often find these materials lacking in cultural relevance, inclusivity, and student-centricity, prompting them to invest time and effort in modifying or creating their own curriculum to meet their students’ needs.

While some schools like Benjamin Franklin encourage teachers to create their curriculum adhering to state standards, the use of off-the-shelf and unvetted resources from sites like Teachers Pay Teachers can dilute rigorous content and lead to educational inequities, experts warn.

David Steiner highlighted that curriculum providers must cater to students facing challenges with standard materials and English language learners, urging the importance of a standards-based, content-rich curriculum. He voiced concern over teachers’ resistance to scripted curriculum and emphasized the benefits of follow a well-designed curriculum.

States advocate for enhanced, standards-aligned curriculum

Curriculum aims to guide educators in subject and grade-level teaching, aligning with state standards. States and districts traditionally suggest, rather than mandate, specific curricula, potentially putting novices at risk of below-grade-level material choices, as highlighted by the education nonprofit TNTP.

Several states, including Delaware, Kentucky, Maryland, and Texas, have joined the Council of Chief State School Officers’ network to promote high-quality, standards-aligned curricula, ensuring vetted materials are utilized to maintain high standards of education.

Louisiana serves as a model for aligning curriculum with state standards and teacher training, revealing that the state’s math and English language arts teachers demonstrate higher usage of standards-aligned materials compared to other states.

Related: How a Colorado district altered its reading curriculum for enhanced student engagement

According to Alexandra Walsh of Amplify, districts hold the responsibility of determining curriculum usage. Walsh emphasized providing robust materials for informed decisions, ensuring pacing guides and professional development accompany curricula, striving for standards alignment and engaging student learning.

Julia Kaufman highlighted the essential elements of a high-quality curriculum, emphasizing standards alignment, teacher support, student engagement, and assessment relevance. Elementary and high school teachers frequently merge materials from diverse curricula, adapting or supplementing content based on student needs.

Kaufman noted that while curriculum modification can be beneficial, a core, standards-aligned content basis is crucial for consistent learning experiences across classrooms.

Customized curriculums for diverse student needs

Teachers, particularly those catering to special education and English language learning students, express concerns over curricula inadequacies for these student populations.

Simone Gordon, an English as a new language teacher in Brooklyn, often adapts district-curated material by incorporating diverse books and current events discussions, enhancing student engagement and relevance beyond the official curriculum.

Sarah Said, teaching English language learners in Chicago, modifies pre-written curriculum to meet student needs, emphasizing the importance of tailoring materials to student requirements.

Related: Students with disabilities often excluded from mainstream language learning programs

Kate Gutwillig, a special education teacher in New York, acknowledged the struggle of balancing pre-established curriculum and student needs, reflecting on the necessity of adapting or perfecting general curricula to address diverse student requirements.

Inclusive curriculum modifications for diverse learning experiences

Dier emphasized the importance of ensuring curriculum inclusivity by supplementing traditional materials with local history, diverse perspectives, and current events knowledge, addressing student identities often overlooked in mainstream curricula.

He blends A.P. U.S. history curriculum and state standards with additional historical content to broaden students’ learning scope and foster critical engagement with marginalized history aspects.

Related: Many high school math teachers utilize self-created instructional materials for enriched learning experiences

Transparency and accessibility of self-created curricula to students, parents, and administrators are essential, Dier noted, emphasizing the need for clear communication about the high-quality, rigorous materials used in his classes.

Educators advocate for increased teacher involvement in curriculum selection or development to promote student-centered, culturally relevant material choices, fostering more engaging and inclusive learning experiences for students.

This article on teacher curriculum was authored by The Hechinger Report, an independent news source focusing on educational innovation and equity. Subscribe to the Hechinger newsletter.