When in doubt, check if your actions are aligned with your purpose.
The concept of alignment lives a quiet life embedded the Quality Matters (QM) Standards. Its rank and essential nature receive subtle recognition in the QM Rubric. The term “alignment” resides under the description of five sub standards. It receives a minor distinction in the rubric from the red font of its nine unassuming letters. When operationalized, however, alignment is akin to a systems thinking entity that has the organizing power to create cohesion among different elements of the course. It is a bonding agent capable of fortifying the relevance of those course components. Through building relationships, alignment ensures that paths for achieving learning outcomes are clearly marked.
The conceptual framework for this presentation draws on literature on program coherence and systems thinking.
Benzel, B. L. (2009). From systems thinking to systemic action: 48 key questions to guide the journey. Arlington: American Association of School Administrators.
Newmann, F. M., Smith, B., Allensworth, E., & Bryk, A. S. (2001). Instructional program coherence: What it is and why it should guide school improvement policy. Educational Evaluation and Policy Analysis, 23(4), 297–321.
