Close the gap between having a curriculum and being able to explain it.

A prospective family asks what makes our program distinctive. A board member asks what students actually experience across four years. A department hands us a standards list. We have a curriculum. What we do not have is a way to show it.

Curriculum mapping gives us an inventory: what gets taught, when, and with what assessments, so we can see gaps, redundancies, and alignment across a school. Storyboarding begins where mapping leaves off, with streamlining — we cut what no longer earns its place, consolidate what overlaps, and create what is missing — because what survives is what tells a story. The storyboard is the arc that remains: fewer, sturdier units that carry a question forward, written so students and families can follow where the year is going.

A curriculum storyboard lays out a course or subject as a narrative sequence, each unit named and described, a whole year visible on a single page, written for the students and families who live inside the learning. Teachers tend to find it to be the rare curriculum document worth writing: it gives them language for their own course when families ask, it lets a department finally see across its own sequence, and it replaces compliance paperwork that no one reads.

Spend the day on the leadership work: building a shared definition of curriculum across the faculty, learning to read a storyboard closely enough to coach one, making the case in terms teachers recognize as useful rather than added, and sequencing a rollout that respects an already full year. We will draft a storyboard and along the way, we will identify the colleagues ready to lead this, as this work has a way of surfacing teachers who have been waiting for the invitation.

Leave with annotated examples, a set of quality criteria for coaching drafts, and a first-step plan with names and a timeline attached.

Intro Video