Curriculum design today is often shaped by top-down mandates, standardized templates, and deadlines. But in real classrooms, it’s teachers who make lessons work. It’s the teachers that work on adapting, sequencing, and recalibrating in real time. That’s why curriculum development has to begin with one principle: support the educator as the decision-maker.
As per David Shilkitus, a veteran math curriculum specialist and former department lead, effective materials equip and allow educators to execute with precision, flexibility, and minimal friction, which comes as a complete boon. He firmly believes that it’s not the content alignment that is a problem or a challenge; it’s the question of whether or not the content is helping teachers make instructional decisions.
As someone who’s spent years writing math content tied to state-specific standards, David Shilkitus says that there’s one rule that consistently leads to better outcomes, and that’s to support the teacher, instead of replacing them.
Curriculum often fails when it’s written in ideal conditions but delivered under constrained scenarios. Teachers usually operate with specific time blocks, with diverse learners and prep. In this case, the role of a developer is to anticipate these variables and plan accordingly.
David Shilkitus has developed standards-based content across multiple states. His focus is to build modules that function under real-world timelines. That means tight pacing guides, alternative task flows, and minimal dependencies on tech infrastructure.
When a teacher opens a lesson, the structure should be clear, the materials accessible, and the flow intuitive. If additional prep is required, it should be intentional and not a barrier.
One of the most common errors that takes place in terms of curriculum development is over-prescription. When the lessons are packed with phrases and different delivery styles, they often underperform. Teachers need to guide their classroom, and not follow a monologue.
David Shilkitus designs content with modularity in mind. He says that the structure always has to be strong enough to withstand instruction but still flexible enough to allow professional judgment. His work typically includes optional prompts, tiered questions, and quick-differentiation strategies, enabling educators to lead with confidence.
The goal isn’t uniform delivery. It’s consistent outcomes, supported by adaptable input.
Data in education can only prove to be useful if it leads to the next instructional step. This is why curriculum-aligned assessments need to put their focus on diagnostic clarity and less on granular scores.
As someone who’s spent years analyzing assessment performance and revising based on that insight, David Shilkitus emphasizes concise feedback loops. In his work, formative checks are built into the flow of a lesson, not added as an afterthought. This enables quicker remediation and more targeted instruction, particularly in high-variance classrooms.
Reporting templates also matter. Developers should aim for clarity over complexity. Teachers need to know what went wrong and what to do next and not navigate five dashboards to find out.
Teachers are always expected to meet a range of learners within the same instructional block. But this is practically possible only if the curriculum itself comes with pre-built layers of support.
David Shilkitus integrates scaffolding directly into his math content, whether through model problems, language supports, or challenge extensions. He firmly goes by the philosophy that differentiation shouldn’t mean extra prep for the teacher; in fact, it should be a part of the system from the very beginning and teachers can adapt it from the get-go.
The ideal role of a curriculum is to never override experience. It’s to ensure that the overall experience translates into perfect pacing and an effective outcome.
A well-built curriculum respects the teacher’s capacity to lead. It provides options, explains intent, and flags non-negotiables clearly. It’s built for execution over compliance, which is the end goal.
David Shilkitus often consults with project coordinators to make sure lesson objectives, vocabulary, and expected outcomes are stated plainly and mapped to how teachers actually plan. He argues that if a teacher has to guess what you’re aiming for, then the curriculum is not ready for execution.
While standards alignment is essential, it’s not sufficient. Teachers are professionals and they need a curriculum that reflects current academic practice and supports ongoing growth. Curriculum should reference best practices, cite learning science where appropriate, and offer implementation guidance that’s practical.
As a math department lead and instructional strategist, David Shilkitus has helped align entire curricular programs to evolving district priorities - bridging state mandates with classroom momentum. His materials often include optional teacher notes, tips on pacing shifts, and sidebars for alternate delivery methods.
The purpose of curriculum is not to control classrooms. It’s to support professionals in driving outcomes.
As David Shilkitus demonstrates through his work, great curriculum doesn’t just meet standards, it meets teachers where they are, and helps them move students forward with confidence, clarity, and flexibility.
