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A Curriculum Management Audit - page 10 / 140





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set valid directions for pupil accomplishment and well being, concentrate its resources to accomplish those directions, and improve its performance, however contextually defined or measured, over time.

The Curriculum Management Audit does not examine any aspect of school system operations unless it pertains to the design and delivery of curriculum. For example, auditors would not examine the cafeteria function unless students were going hungry and therefore were not learning. It would not examine vehicle maintenance charts, unless buses continually broke down and children could not get to school to engage in the learning process. It would not be concerned with custodial matters, unless schools were observed to be unclean and unsafe for children to be taught.

The Curriculum Management Audit centers its focus on the main business of schools: teaching, curriculum, and learning. Its contingency focus is based upon data gathered during the audit which impinges negatively or positively on its primary focus. These data are reported along with the main findings of the audit.

In some cases, ancillary findings in a curriculum management audit are so interconnected with the capability of a school system to attain its central objectives, that they become major, interactive forces which, if not addressed, will severely compromise the ability of the school system to be successful with its students.

Curriculum management audits have been performed in hundreds of school systems in more than twenty-five states, the District of Columbia, and several other countries, including Canada, Saudi Arabia, New Zealand, Bangladesh, Malaysia, and Bermuda.

The methodology and assumptions of the Curriculum Management Audit have been reported in the national professional literature in the past decade, and at a broad spectrum of national education association conventions and seminars, including the American Association of School Administrators (AASA); Association of Supervision and Curriculum Development (ASCD); National Association of Secondary School Principals (NASSP); Association for the Advancement of International Education (AAIE); American Educational Research Association (AERA); National School Boards Association (NSBA); and the National Governors Association (NGA).

Phi Delta Kappa’s International Curriculum Management Audit Center has an exclusive contractual agreement with Curriculum Management Audit Centers, Inc. (CMAC - a public corporation incorporated in the State of Delaware, and owner of the copyrights to the intellectual property of the audit process), for the purpose of conducting audits for educational institutions, providing training for auditors and others interested in the audit process, and officially assisting in the certification of PDK-CMAC curriculum auditors.

This audit was conducted in accordance with a contract with Clover Park School District and Phi Delta Kappa International. All members of the team were certified by the International Curriculum Management Center, Inc.

The names of the curriculum auditors in this audit included the following individuals:

  • Dr. William K. Poston Jr., Senior Lead Auditor; Associate Professor of Educational Administration, College of Education, Iowa State University, Ames, Iowa.

  • Dr. Judy Birmingham, Lead Auditor; Retired School Administrator (Minnesota) and Consultant with Consultant Research Corporation, Naples, Florida.

  • Dr. Rosanne Stripling, Associate Lead Auditor, Retired School Superintendent (Texas), Professor of Educational Administration, Texas A&M University, Texarkhana, Texas.

  • Dr. Zollie Stevenson, Auditor, Specialist, Research and Evaluation Services, U.S. Department of Education, Washington, D.C.

  • Dr. John Murdoch, Associate Auditor, Assistant Superintendent of Educational Services, Idaho Falls Public Schools, Idaho Falls, Idaho.

Clover Park School District Audit Report Page 4

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