Standards and Curriculum Choices, and the Impact They Make on Education

In teacher preparation programs, you learn about developmental theories, classroom management strategies, and pedagogical approaches that can be applied in the classroom. However, what they often fail to teach is how to understand and effectively utilize the resources available to us as teachers, and how we can improve our practice by deepening our knowledge of such important topics. Not only is it important to constantly revisit them but it is also imperative that we reflect on how our own development affects our practice. 

I have been teaching for the past 15 years, and every time I talk to another educator, we usually end up discussing the materials we use, the sequences of instruction, and the approaches we take. What we rarely discuss is the development of the standards themselves and how we are using the curriculum to support the implementation of those standards.

To understand this gap, it’s important to define what standards are. Standards are the instructional goals identified by each content area (Washington Office of Superintendent of Public Instruction, n.d.). They are important because they define what is expected of each student by the end of the school year, and they are developed based on research on child development. In the United States, each state creates its own standards, drawing from national guidelines, with the goal of ensuring that every child has access to the same quality of education and is held to the same expectations. In the public school system, students across the state are taught the same standards and assessed based on them. The debate around standardized testing, its benefits and consequences, is a topic for another discussion, but it is important to note here that standards are intended to support teachers and promote equity across the state. When planning lessons, the first thing teachers consider is which standards are to be addressed in that particular lesson.

While standards define the goals, the curriculum outlines how those goals are to be achieved. Curriculum, on the other hand, is the organized framework of educational experiences, objectives, and content designed to guide student learning within a specific academic setting. It includes what is taught, how it is taught, and how student progress is evaluated, ensuring a structured and purposeful approach to education (Ellis, 2025). The curriculum is the method by which teachers deliver the standards., and it varies depending on the county in which you work. It may change based on updates to state standards or according to textbook rotation cycles. Many organizations are involved in the decision-making process, from the board of education to the public. Teachers are then responsible for implementing the curriculum in a way that supports the instruction of standards. The curriculum helps students develop the knowledge, skills, and attitudes necessary for success in both personal and professional life. It acts as a bridge between educational theory and practical classroom application, offering students authentic learning experiences and preparation for the future (Raj, 2025).

Despite this structure, teachers face daily challenges during their planning time—either having to follow a rigid curriculum with little flexibility or being expected to plan everything themselves. Both situations can be overwhelming, especially given the many demands teachers already face. In my opinion, there is no such thing as a perfect scenario. Unfortunately, teachers are often undercompensated for their work, which leads to dissatisfaction and burnout. At the same time, most teachers are deeply passionate about what they do and are genuinely committed to doing what’s best for the children under their care.

The discussion about standards and curriculum is extensive and most of the time brings great reflections to teachers. The first time I understood its importance was when I moved to the United States and started working in a public school. My partner at the time, a very experienced teacher, was planning with me and as soon as I started proposing ideas, she asked me “What standard is that related to?” and I did not know what to answer. She then opened the State Educational website page and practically recited all of them for me. Her knowledge of the Standards not only made her confident in her instructional goals, but also gave her flexibility to be creative and provide richer learning opportunities for her students.

Back in 1597, Sir Francis Bacon famously stated "Knowledge is power” (Bacon, 1597), and I strongly believe that the more we know, the better we can teach our students. The reality is that there will never be a perfect school or educational system. However, there will always be teachers willing to teach and children eager to learn. This certainty brings me to a question that constantly stays with me: “What makes a good teacher?” If I were to answer, I would say that Sir Francis Bacon was a very wise man who was ahead of his time. 

References

Bacon, F. (1597). Meditationes Sacrae.

Ellis, S. (2025, May 28). Different Types of Curriculum: A Complete Guide. The Knowledge Academy. Retrieved June 10, 2025, from http://www.theknowledgeacademy.com/blog/types-of-curriculum/

Raj, S. (2025, May 30). What is Curriculum in Education: Types, Importance & More. 21K School Where Every Learner Finds Their Path. Retrieved June 10, 2025, from https://www.21kschool.com/us/blog/what-is-curriculum-in-education/

Washington Office of Superintendent of Public Instruction. (n.d.). Standards vs. Curriculum. Retrieved June 10, 2025, from ospi.k12.wa.us/sites/default/files.2024-03/standards_v_curriculum_final_ada.pdf