Learning and Instruction
Learning Community
Tecumseh Public Schools have the highest expectations for learning achievement and are committed to providing high-quality learning opportunities for each and every learner to achieve high levels of success.
In 2016, Tecumseh Board of Education adopted the Strategic Design with Exit Learner Outcomes for each of the seven Spheres of Living. The Strategic Design provides the framework for creating the ideal learning experience for all learners. Our curriculum, instruction, and assessment practices are rigorous, ensuring that our learners will be successful in life after leaving TPS. To learn more, please access the links below.
Our Curriculum Vision
Tecumseh Public Schools educators and leaders are future-focused trend trackers. We update curriculum content when new and relevant content emerges. Skills and concepts are then learned utilizing up-to-date content that has meaning for everyone.
Curriculum Standards
Common Core State Standards
Michigan Science Standards
Michigan Social Studies Expectations
- Social Studies Grade Level Content Expectations Grades K-8
- Social Studies Content Expectations Grades 9-12
Advanced Placement Curriculum- High School
Jackson College Middle College branch at Tecumseh High School
Career Technical Education (CTE)- High School
Curriculum Instruction Materials
ELA K-6 Curriculum
THE CURRICULUM
Wit & Wisdom is composed of four modules per grade level. Each artfully explores a specific topic to develop depth of understanding and inspire curiosity. At the core of each module is a selection of literary works, informational texts, and visual art. Modules are made up of 30 lessons which are covered in 6-8 weeks of study. All modules integrate reading, writing, speaking, listening and language instruction.
INTEGRATED NOT ISOLATED
Students are practicing reading, writing, speaking, listening, and language based in text. All strands of the standards are integrated throughout each module with:
- Instructional Routines that empower students to tackle complex texts with increasing independence within and across grades.
- Text-Dependent Questions to guide students to a deep understanding and establish a basis for the use of evidence in oral and written communication.
- Explicit Writing Instruction to empower students to write essays, narratives, arguments, and informational pieces.
- Text-Based Vocabulary that provides the basis for morphology and word work.
- Formative Assessments that inform teachers and students on progress towards knowledge and skill mastery.
BUILDS KNOWLEDGE
Every module in each grade is focused on a topic that is essential for building background knowledge, vocabulary, and more. Whether students are learning about the seasons, the American Revolution, or space exploration they are exposed to works of literature, informational text, and art of the highest quality. Essential topics strategically reoccur, empowering students to deepen understanding of core knowledge across grades K—8.
BOOKS NOT BASALS
With Wit & Wisdom every text a student touches is authentic and of the highest quality. Students use these texts at every turn — to learn, and eventually master, essential reading, writing, speaking, listening, grammar, and vocabulary. Instead of basals, students read books they love, to build knowledge of important topics and master literacy skills. All students read and communicate about grade-level texts, with suggestions for support included at key moments in lessons.
For more information check out the Wit & Wisdom Ed Reports review.
Our Learning and Instruction Vision
Early Learning Centers
Our Learning and Instruction Vision
Learning and instruction at North and South Early Learning Centers focus on building strong foundational skills by providing opportunities for learners to engage in learning at their developmental level. Learners are challenged and find success and joy in learning. Opportunities are created for creative thinking, collaboration, problem solving, and reflection. In creating the Ideal Learning Experience, students individual goals, interests, and learning styles guide their learning experiences. One way this is done is through the use of Project-Based Learning (PBL). Project-Based Learning is a research-based instructional practice that allows learners to gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge. By integrating content across the disciplines and taking into account learners’ interests and learning styles, teachers will provide meaningful learning opportunities for each and every student.
Learning in Action: ELC
Our Assessment Vision
We align assessments directly to TPS learning outcomes and curriculum. We use learner assessment data consistently and effectively to understand and explain each learner’s progress, to provide a feedback loop to educators regarding learning strategies, and to help TPS educators and leaders to continuously improve student learning results.
Learning is monitored daily through the use of formative assessments in the classroom. To monitor learning growth and achievement throughout the year, the following assessments are also used:
- NWEA MAP Growth is a computer adaptive test created by NWEA that learners take three times per school year. The results provide teachers with the information needed to create learning opportunities based on each student’s developmental learning level, as well as monitor and support each learner’s academic growth over time.
- The Fountas & Pinnell Benchmark Assessment is a one-on-one assessment that is administered by teachers throughout the year to determine each learner’s independent and instructional reading levels. Teachers are able to observe learner reading behaviors, engage in comprehension conversations that go beyond retelling, and make informed decisions regarding the child’s next steps for learning and instruction.
- DIBELS is a one-on-one assessment that is administered by teachers throughout the year to measure each learner’s foundational literacy skills. This data is used to create each learner’s literacy plan of study. A DIBELS Parent Guide is available here.
Compass Learning Center
Our Learning and Instruction Vision
Learning and instruction at Compass Learning Center focuses on continuing to build upon each learner’s foundational skills. Students are engaged throughout the day with learning opportunities at their developmental level. Learners are challenged and find success and joy in learning. Opportunities are created for creative thinking, collaboration, problem solving, and reflection. In creating the Ideal Learning Experience, students individual goals, interests, and learning styles guide their learning experiences. One way this is done is through the use of Project-Based Learning (PBL). Project-Based Learning is a research-based instructional practice that allows learners to gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge. By integrating content across the disciplines and taking into account learners’ interests and learning styles, teachers will provide meaningful learning opportunities for each and every student.
Learning in Action: Compass
Our Assessment Vision
We align assessments directly to TPS learning outcomes and curriculum. We use learner assessment data consistently and effectively to understand and explain each learner’s progress, to provide a feedback loop to educators regarding learning strategies, and to help TPS educators and leaders to continuously improve student learning results.
Learning is monitored daily through the use of formative assessments in the classroom. To monitor learning growth and achievement throughout the year, the following assessments are also used:
- NWEA MAP Growth is a computer adaptive test created by NWEA that learners take three times per school year. The results provide teachers with the information needed to deliver appropriate content for each learner and determine each learner’s academic growth over time.
- The Fountas & Pinnell Benchmark Assessment is a one-on-one assessment that is used as needed by teachers throughout the year to determine each learner’s independent and instructional reading levels. Teachers are able to observe learner reading behaviors one-on-one, engage in comprehension conversations that go beyond retelling, and make informed decisions regarding the child’s next steps for learning and instruction.
STEAM Learning Centers
Our Learning and Instruction Vision
Learning and instruction at STEAM East and West Learning Centers focus on creating learning opportunities for creative thinking, collaboration, problem solving, and reflection. Through Project-Based Learning opportunities, students are challenged and find success and joy in learning. Project-Based Learning (PBL) is a research-based instructional practice that allows learners to gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge. As a STEAM Learning Center, Science, Technology, Engineering, Arts, and Mathematics content are integrated into meaningful and relevant learning experiences. In creating the Ideal Learning Experience, students individual goals, interests, and learning styles guide their learning in specially designed learner-centered environments.
Learning in Action: STEAM
Our Assessment Vision
We align assessments directly to TPS learning outcomes and curriculum. We use learner assessment data consistently and effectively to understand and explain each learner’s progress, to provide a feedback loop to educators regarding learning strategies, and to help TPS educators and leaders to continuously improve student learning results.
Learning is monitored daily through the use of formative assessments in the classroom. To monitor learning growth and achievement throughout the year, the following assessments are also used:
- NWEA MAP Growth is a computer adaptive test created by NWEA that learners take three times per school year. The results provide teachers with the information needed to deliver appropriate content for each learner and determine each learner’s academic growth over time.
High School
Our Learning and Instruction Vision
Learning and instruction at Tecumseh High School focuses on providing multiple learning pathways to ensure that each learner is prepared for their future. Learners are engaged throughout the day with relevant learning experiences. In creating the Ideal Learning Experience, students individual goals, interests, and learning styles guide their learning experiences. One way this is done is through the use of Project-Based Learning (PBL). Project-Based Learning is a research-based instructional practice that allows learners to gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge. By integrating content across the disciplines and taking into account learners’ interests and learning styles, educators provide meaningful learning opportunities for each and every student.
TPS learners are provided with opportunities to experience many different trades, vocations, and careers during their time in High School.
- Job Shadowing and internships
- Jackson College Middle College
- Mechatronics
- LISD Tech Center
Learning in Action: High School
Our Assessment Vision
We align assessments directly to TPS learning outcomes and curriculum. We use learner assessment data consistently and effectively to understand and explain each learner’s progress, to provide a feedback loop to educators regarding learning strategies, and to help TPS educators and leaders to continuously improve student learning results.
Learning is monitored daily through the use of formative assessments in the classroom. To monitor learning growth and achievement throughout the year, the following assessments are also used:
- NWEA MAP Growth is a computer adaptive test created by NWEA that 9th and 10th grade learners take three times per school year. The results provide teachers with the information needed to deliver appropriate content for each learner and determine each learner’s academic growth over time.
- PSAT
- SAT
Professional Learning
Tecumseh Public Schools believe in the importance of ongoing professional development for our educators. Our work towards Mass Customized Learning is so very important and is a key to the success of each and every learner. Educators at the Early Learning Centers and Compass Learning Center have daily common planning time with their instructional team members to plan and prepare learning opportunities that meet each child at their developmental learning level. Educators throughout the district take part in monthly professional development with their building colleagues, reflecting on instructional practices for the continuous improvement for the ideal learning experience.
In order to provide specific feedback to educators on their practice, there are four Instructional Coaches who work directly with educators on a regular basis to support their work with each learner. Through co-planning and co-teaching activities, the Instructional Coaches work individually with educators on key aspects of the teaching and learning process. Through one-on-one support throughout the school year, educators have the opportunity to work with a trusted colleague, practice new skills that correlate to improved learning outcomes, and receive feedback on areas for growth. This support is instrumental in our work at Tecumseh Public Schools--ensuring that each child has learning opportunities every day that support their growth as a learner.
Everyone at TPS plays an integral role in supporting our learners. TPS Support Staff, including Instructional Assistants, Noon Hour Supervisors and Security Personnel, receive monthly training on specific topics that support learning and development. TPS educators take their role as models for youth seriously and demonstrate their commitment to their safety and learning continuously.