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Curriculum director describes four years of reforms and operationalizes the 'Tallmadge Way'
Summary
Curriculum Director Courtney Davis summarized four years of curriculum work, including districtwide content committees, a first cycle review of curriculum frameworks,Expanded CCP and AP offerings, STEM/CTE expansion supported by a $300,000 equipment grant, and steps to operationalize the district’s 'Tallmadge Way' graduate profile.
Courtney Davis, Tallmadge City Schools’ curriculum director, told the board on April 16 that the district has spent four years building content frameworks, leadership structures and instructional supports intended to make personalized and authentic learning routine across grade levels.
“We created content area committees and lead‑teacher roles so that every content area was touched,” Davis said. “This is the first year in our cycle of review; we reconvened the math committee to review our math framework and make adjustments.”
Davis described a districtwide effort that produced frameworks in English language arts, math, science and social studies and expanded STEM and robotics offerings at the high school and middle‑school levels. She said the district strengthened Tier 1 instruction to reduce the number of students needing interventions and invested in professional development and in‑class coaching through consultants from the Educational Service Center (ESC).
Davis credited a $300,000 Career and Technical Education equipment grant with enabling new technology, furniture and instructional hubs that support expanded CTE, robotics and college‑credit‑plus (CCP) offerings. She said Tallmadge has increased CCP and AP opportunities, added AP Seminar in English, and worked to keep students connected to the high school while some students pursue off‑site college options.
A central piece of Davis’ presentation was the Tallmadge Way, the district’s portrait of a graduate that lists core competencies (communication, collaboration, creation and innovation) and character traits (empathy, resiliency, productivity and self‑directedness). Lead teachers are compiling shared examples of classroom experiences that demonstrate those competencies; Davis said the next steps include rubrics, assessment tools and a plan for student portfolios that travel K–12.
Davis described an expanding leadership and coaching structure: lead teachers at K–5 by grade level and at 6–12 by department, local authentic‑learning coaches in each building and partnerships with outside districts and organizations. She named consultants and local staff who support the work, including Jake Miller (ESC consultant), Rich Day (STEM lead), Chad Nash (middle‑school lead) and Emily Fleming (elementary STEM lead).
Board members praised the work. Superintendent Zeman said he was “very proud” and noted that other districts have requested visits to see Tallmadge’s implementation. Community member John Bridal, among those who spoke during the public comment period, said he appreciated that the district’s “directional system is showing authentic learning” despite state mandates.
Davis said next steps include continuing the cycle of review, further operationalizing the Tallmadge Way, expanding personalized learning and strengthening interdisciplinary, project‑based and experiential learning opportunities.
