Pedagogical Relationship Between Written and Taught Curriculum in Private Schools

This descriptive study explores the impact of teacher-selected instructional strategies on the implementation of a standardized written curriculum across different academic levels for 11th grade students at Bishop Thomas Academy, an all-boys Catholic school in Rhode Island. The aim was to better understand how teachers' instructional autonomy impacts the successes or challenges in delivering curriculum. Grounded in Social Constructivist theories and aligned with Bishop Thomas Academy’s school mission, the research aimed to determine how the written English curriculum defines and measures desired student outcomes; how the taught curriculum aligns with or deviates from the written curriculum; and how instructional strategies influence student performance, either promoting or inhibiting success. Using a mixed methods approach, including document analysis, classroom observations, teacher interviews, and student performance data, the study found that while the written curriculum aligns with Bishop Thomas Academy’s mission, teacher autonomy in instructional delivery had a significant impact on student performance outcomes. Teachers adapted instructional strategies based on factors including the guidelines of the written curriculum; the teacher’s determination of what skills and competencies will be necessary for the learners to be successful through the unit; how the teacher plans to assess the students both formatively and summatively; considerations regarding the academic level of the class; and the teacher’s knowledge of the students’ skills, dispositions, and demographics. Using these factors to inform instructional strategies saw improved engagement and performance, demonstrating that professional discretion is essential for successful curriculum implementation. The study is significant for Bishop Thomas Academy as it provides empirical evidence to inform curriculum development and highlights the need for ongoing evaluation, professional development, and collaboration across departments. Additionally, it underscores the importance of understanding the evolving needs of a diverse student body and the role of teacher autonomy in addressing those needs. Limitations include the study’s context-specific focus and dependence on internal benchmarks, suggesting the need for future research utilizing external standards and broader applicability. Ultimately, this research offers valuable insights for enhancing curriculum delivery and student success, supporting the development of a more comprehensive and data-driven learning plan.