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ERIC Number: ED543323
Record Type: Non-Journal
Publication Date: 2013
Pages: 4
Abstractor: ERIC
Reference Count: 0
Surveys of Enacted Curriculum Content & Instruction in Focus
Council of Chief State School Officers
The "Surveys of Enacted Curriculum" (SEC) is a Web-based tool that provides K-12 mathematics, science, English language arts, and social studies teachers with consistent data, both on current instructional practices and the content actually being taught in their classrooms (the "how" and the "what"). Survey results are presented in clear and accessible charts and graphs to facilitate data analysis and discussion. The SEC's comprehensive data analysis and reporting tools help teachers, administrators, and policymakers to: (1) Align classroom instruction with state standards and assessments; (2) Measure indicators of instruction and their relationship to student achievement; (3) Analyze instructional practices and teacher preparation to develop a needs assessment in low performance areas; and (4) Plan and evaluate professional development and related staff development initiatives. The SEC will pinpoint how instruction aligns with content by guiding a teacher's and his/her colleagues in answering critical questions: (1) Is what we teach truly aligned with our state standards--the content our students should learn? How do we compare to the Common Core State Standards?; (2) Do we devote the right amount of instructional time to the right content?; (3) Can we identify the connection between current instructional practices and low performance relative to certain standards?; (4) Are our instructional practices consistent with prevailing research on effective practices?; and (5) What types of professional development do we need?
Council of Chief State School Officers. One Massachusetts Avenue NW Suite 700, Washington, DC 20001. Tel: 202-336-7016; Fax: 202-408-8072; e-mail:; Web site:
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: Teachers; Administrators; Policymakers
Language: English
Sponsor: N/A
Authoring Institution: Council of Chief State School Officers; Wisconsin Center for Education Research