The following HTML text is provided to enhance online
readability. Many aspects of typography translate only awkwardly to HTML.
Please use the page image
as the authoritative form to ensure accuracy.
Selecting Instructional Materials: A Guide for K-12 Science
reviewers for each set of instructional materials using the Review Team Summary (Form 6). These data should be readily available.
It is sometimes necessary to remind participants that it is not the purpose of the selection process to do another review. Refer them instead to the quality of the evidence given by the reviewers to support their ratings. The selection process should respect reviewer decisions, not undo or redo the reviews.
2. Information collected in preparing for the review. The preparation step yielded important information about the effectiveness of the current program and the opinions of teachers, administrators, and the community about priorities for improving the science program, as well as policies governing the material review and selection process.
Note: To save time, apply elements 3 and 4 (below) only to the top-ranked materials — meaning those under serious consideration.
3. Comparative cost. Using the Comparative Cost Worksheet, calculate a cost per student for each unit or set of promising materials. This exercise should reflect reviewer advice on which parts of the program to buy. These costs are negotiable; so publishers should be consulted before making final recommendations.
4. Professional development requirements. Consider what resources will be needed to train teachers and provide classroom support for effective use of the most promising materials. Again, the reviewer advice should be taken into account, as well as any available information on the plans of those responsible for future professional development. It is highly desirable for the staff responsible for planning and implementing professional development to be part of this discussion.
For an overview of the selection process see Figure 2.
Fit the most promising instructional materials into the curriculum framework. The most desirable instructional materials for each grade and topical area of the curriculum framework have now been tentatively identified. Put those pieces in place in the framework. The final step of the selection process is studying the proposed overall program, and assuring coherence of the materials at each