Introduction
The Curriculum defines the way of transforming educational planning into practical implementation, through which nations are enhanced in achieving their ideological goals. Hence curriculum is the way by which a nation can achieve its aims. Michel, D. J., & Douglas. F (2006). However, the American education system is under a serious threat that undermines the philosophy of education to all. The No Child Left Out Act, has not been articulated comprehensively in the educational structures of America. Bennett, D. (2002).
Different educational institutions and organizations should therefore be aligned to achieve their aims through a re-aligned curriculum. Although teachers, premises, resources, and facilities have their own value in the educational process, but the curriculum has the central position in the education of students. The curriculum is not only a source of fulfillment of national aims but also serves the purpose of training and educating needs of individuals. Millie, A., C (1990).
Horizontal and Vertical Curriculum Alignment
The combined curriculum warrants student’s high stakes testing by assuring quality education to students. Student assessment is fundamental and teachers should create tests that evaluate students learning tests for at-risk learners. Maurice. T., H (1992). Enacting a curriculum that is comprehensive, multicultural, inclusive, student-centered, and embedded improves curriculum alignment both on a vertical and horizontal scale. This curriculum improves academic progress and helps inconsistency of the curriculum. Wraga, F.N (2004).
Curriculum aligned based on the diversity of society helps students to learn values of diverse cultures within schools and communication between cultures is developed. A curriculum that is inclusive at all grade stratums is crucial to all students since it offers all students with equal opportunities for learning and it also advocates for differences among students irrespective of disabilities. Moses W. (2006).
Horizontal and Vertical Alignment
The vertical alignment also helps to intensify of substance by imparting knowledge to teachers at different educational levels. Horizontal alignment on the other hand joins the curricular objectives transversely between subjects. This is so important since knowledge is transferred to new disciplines for the realization of potential knowledge. Gregory Warner & Patrick S.S (2005)
Horizontal alignments enhance the mutual relations of the curriculum and the instructions of the curriculum through testing what is taught, as a result, there is little or no room for variations of curriculum implementation Educators are endowed with the audacity to analyze how students meet set standards by specified tests. Vertical alignment relates subjects that have similarities and a standard order then corresponding the curriculum to the specific order. Wraga, F.N (2004)
Therefore, students will acquire impeccable knowledge before the next subject. Vertical alignment helps with enforcing material, gives knowledge power to educators at varied educational levels. Horizontal alignment integrates curricular fundamentals transversely between subjects. Students are the primary beneficiaries of the horizontal alignment because learning changes to new environments and realize the importance of the knowledge. Gregory Warner & Patrick S.S (2005)
Focus on Principal and Teacher Quality
The effectiveness of the aligned curriculum is centered on a result-oriented workforce. Teachers on the mentoring and professional polishing and analysis process mostly implement this for principals and teachers, which had positive impact on the teachers in terms of imparting quality information. Carnoy, M (2006). The teacher scrutiny systems improve on the teacher performance, especially by supporting professional growth system of accountability; this helps teachers in determining the student’s targets achievements.
Michel, D. J., & Douglas. F (2006). The system also enhances training and ongoing professional development on the curriculum, assessments, and in structural strategies, this helps teachers to comprehend what students expect of them. The systems provide specific support to underperforming and novice teachers. Finally, the systems offer on-job training and development of teachers in schools. Jackson, J & Maxwell, G.G (2006)
References
Bennett, D. (2002). Reinforcing Multicultural and Global Perspectives; the Perspective Curriculum.
Bossman, S.A. (1995), “Inter-Continental Values for a comprehensive Core Curriculum” Journal of Higher Education, Vol. 30.
Carnoy, M (2006). Evaluating Educational Success; Issues and Practice.
Clarke, Rueben & Franklin (2005) Curriculum alignment: Lessons Learnt from the Field.
Jackson, J & Maxwell, G. (2006) Education Reforms in Elementary Schools.
Gregory Warner & Patrick S.S (2005) Authentic Approach in reforming Elementary Education: Hopkins University Press.
Maurice. T., H (1992) “Global Curriculum Dimensions”. Strategizing the Future for Higher Education pp.30-44.
Michel, D. J., & Douglas. F (2006) Curriculum Development and Reform Enhancement. Upper Saddle River.
Millie, A., C (1990) Company Policy Practices and International Dimensions; The international forum review.
Moses W. (2006) Instructional Leadership: University of Leeds.
Wraga, F.N (2004) The Politics and Philosophies of Curriculum: Journal of Curriculum development.