IMPACT

6

Refocusing

The teacher focuses on exploring ways to reap more universal benefits from the curriculum, including the possibility of making major changes to it or replacing it with a more powerful alternative.

5

Collaboration

The teacher focuses on coordinating and cooperating with others regarding use of the curriculum.

4

Consequence

The teacher focuses on the curriculum’s impact on students in his or her immediate sphere of influence. Considerations include the relevance of the curriculum for students; the evaluation of student outcomes, including performance and competencies; and the changes needed to improve student outcomes.

TASK

3

Management

The teacher focuses on the processes and tasks of using the curriculum and the best use of information and resources. Issues related to efficiency, organizing, managing, and scheduling dominate.

SELF

2

Personal

The teacher is uncertain about the demands of the curriculum, his or her adequacy to meet those demands, and/or his or her role with the curriculum. The teacher is analyzing his or her relationship to the reward structure of the organization, determining his or her part in decision making, and considering potential conflicts with existing structures or personal commitment. Concerns also might involve the financial or status implications of the program for the teacher and his or her colleagues.

1

Informational

The teacher indicates a general awareness of the curriculum and interest in learning more details about it. The teacher does not seem to be worried about himself or herself in relation to the curriculum. Any interest is in impersonal, substantive aspects of the curriculum, such as its general characteristics, effects, and requirements for use.

0

Unconcern

The teacher indicates little concern about or involvement with the curriculum.