I'm not a curriculum developer. It's insane to think that I can do this. But I'm devoting a lot of time to making sense of my curriculum, writing lessons over the summer, etc. What's the point? There are, out there, better lessons and course-wide structures than I could possibly produce. I'm devoting a lot of time, right now, to thinking through Algebra 2. Why bother?
Here are my reasons:
(1) Thinking through curricular issues will make me more sensitive to student needs. I'll know which questions to ask, which points to emphasize, which ones to let go more easily.
(2) I don't have access to all those resources, and it's not a given that my school can provide me with them. I am, still, on my own.
(3) My school year has about 130 math teaching days, so I'm forced to make curricular decisions. I can't rely on someone else's curriculum.
(4) My students take the Regents exam, so my challenge is right there: I need to make tough curricular decisions while still getting my students to pass NY's Algebra 2 Regents.
Still, it's exhausting and doesn't have much to do with the actual practice of helping kids learn these things. Sigh.