ACROSS FAIRFIELD COUNTY - "Curriculum mapping is a grass-roots effort," says Dr. Margaret Dames, superintendent of Catholic schools for the Diocese of Bridgeport. "Every single one of the almost 900 teachers in the diocesan school system has been involved in it."

So important is the curriculum mapping process, and so impressed are educators on the national level with the work done in this diocese, that Dr. Dames and six elementary school principals were invited to speak at the National Conference on Curriculum Mapping in Santa Fe, NM, last month.

"A public school district will have from five to ten schools," explains Dr. Dames, who was in public education before coming to this diocese in 2004. "We have 39 schools, with almost 900 teachers and 11,000 students. "This is a tremendously complex undertaking."

Content Chart

A curriculum map is a chart of the required content, objectives, and methods of each area of study - math, religion, science, literacy - listed by grade, with objectives and methods clearly laid out for each school to follow. The diocesan Office for Education plans to introduce a curriculum map for one subject each year. These will be posted online so parents can become more aware of their child's study and progress.

PARISH RELIGIOUS EDUCATION AND CATHOLIC SCHOOL RELIGION PROGRAMS come under analysis as the curriculum mapping committee prepares for a strong foundation in the faith: (l-r) Dr. Margaret Dames, superintendent of schools for the diocese; Sister Ana Montoya, co-director of the Christian Formation Office; Dr. Matt Kenney, principal of Saint Joseph High School in Trumbull; Sister Alejandra Keen, director of Christian Formation; Richard Stoops, principal of Immaculate High School in Danbury; Marcie McDonald, assistant superintendent; and Laurie Collins, assistant principal of Saint Joseph's. (PHOTOS BY PAT HENNESSY)

The mapping process began in January 2005, focusing on mathematics. The math curriculum was implemented during the 2005-06 school year. With that in place, work began on the religion curriculum, a collaborative effort between the Office for Education and the Office for Christian Formation. Committees comprised of school department chairs, spiritual leaders, principals, and faculty members, along with directors of religious education (DREs) and catechists, met throughout the year to examine what is currently taught, establishing solid curriculum guidelines.

Religious Curriculum

The religion curriculum ensures that faith formation will follow the same standards in both Catholic schools and parish religious education programs. Catholic elementary and secondary school students, and children who attend religious education classes at their local parishes, will be provided a strong foundation in the truths of faith, based on the Four Pillars of the Catechism of the Catholic Church: the Creed, the Sacred Liturgy, the Christian Way of Life, and Prayer.

Additionally, the elementary school map established a component to assist parents in supporting their child's religious education. A "family involvement" piece was added for each curricular guideline, suggesting concrete activities for parents to do with their children to enhance the knowledge gained in their classes.

The high school curriculum includes a Spiritual Life Map to emphasize the programs, retreats, service opportunities, and formative experiences that are afforded to students at that level.

"It is the hope that these efforts will result in a renewed and invigorated commitment toward the education of our youth to a deeper understanding of the truths of their faith," says Sister Alejandra Keen, director of the Office for Christian Formation.

Phase One of the process of mapping the K-12 religion curriculum for the Diocese of Bridgeport was completed at the end of May and presented to Bishop William Lori.

Science Workshop

Just as the religion curriculum committee was finishing its work, 75 diocesan school science department chairs, principals, and science faculty members gathered at the Catholic Center to participate in a full-day workshop given by John Cook from Cooperative Educational Services (CES), who has since been hired as the Diocese's new Deputy Catholic School Superintendent (click here).

Cook's workshop opened the preliminary phase of mapping for the science curriculum in Catholic schools in our diocese by introducing educators to the new Connecticut Science Framework.

TEACHING SCIENCE TAKES A NEW TWIST as presenter John Cook, who is now Deputy Catholic School Superintendent for the Diocese of Bridgeport, shows science teachers how to demonstrate the principles of friction using a wooden plank and different grades of sandpaper. An increased emphasis on hands-on learning will be incorporated into the Catholic school science curriculum.

Exceeding Standards

"The Diocese of Bridgeport always meets or exceeds state standards," explains Kate Sniffin, middle-school science teacher at Saint Gregory the Great School in Danbury. "The State of Connecticut is constantly updating its standards, and this workshop gave us a chance to experience how the state is re-aligning the way science is taught."

Sniffin is on the curriculum mapping committee for science, which will begin its work this summer. Although the new State standards will affect science in grades K-12, the easiest way to see the change is in the re-alignment at the middle school level.

Currently, life science, earth science, and physical science are each taught on a separate grade level. Under the new plan, all three will be taught in each grade, going into greater depth over the three years.

In many ways, diocesan schools had already put into practice the new state standards, which will put an increased focus on hands-on learning. "You have to have students use the skills they're taught in order to really learn it, in order to own it," Sniffin says.

Among other issues, Sniffen notes that the science steering committee will look at the materials required to conduct experiments at each grade level, and esure that each school has the necessary equipment.

Hands-On

During the workshop, educators had the opportunity for hands-on experiments with projects adjusted to each grade level, and to share instructional strategies already in use in some Catholic school classrooms. The presentation gave them insight into the new standards soon to be put in place, along with thought-provoking methods for engaging students in the learning process in science.

"Our Catholic schools are no longer isolated islands," concludes Dr. Dames. "There's a camaraderie and sense of sharing among teachers that came about during this process."

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