Finding My Rhythm: How a Pacing Guide Helps Me Teach with Purpose

Planning for the 2025–2026 Academic Year 

Heading into my second year teaching in the dental hygiene program, I’ve been thinking a lot about what helped me stay grounded during that first year. One thing that made a real difference was the pacing guide I used for my courses. I inherited it from the previous professor, and it gave me a clear sense of direction. It helped me keep things organized while I found my footing and got to know the flow of the academic calendar and clinic schedule.

This year, I am being more intentional. I’ve taken that original pacing guide and made adjustments that reflect my teaching style and priorities. I’ve built in more opportunities for clinical connection and collaboration across courses. My pacing guide for Pharmacology in the fall and Clinic IV Seminar in the spring follows our school's academic calendar and includes key program events like Vendor Day, Mock Boards, and Stop Day. I want students to see how everything connects, and I want to feel confident in how I guide them through that process.

Why I Use a Pacing Guide

I used to think pacing guides were just for staying on schedule. Now I see them as a tool for staying intentional and aligned. The guide helps me:

• Keep content connected to real patient care and board prep

• Align with our school's dental hygiene core competencies, CODA standards and the Kansas Dental Practice Act. 

• Make space for flexibility while staying focused

• Create consistency between classroom topics and clinical skill development

It also gives students a clear view of where we are going. They know what to expect each week and how it fits into their larger goals, including licensure and entering the profession with confidence.

What Fall Looks Like in Pharmacology

Students walk into this course with a foundation in anatomy, physiology, and pathophysiology. My goal is to build on that foundation and help them apply pharmacology concepts in the context of patient care. We start with drug actions and prescription writing, then move into pain control, antimicrobial agents, and systemic medications.

I have included case studies, interactive reviews, worksheets, and a few self-paced modules to keep things varied. It is not just about memorizing drug names and side effects. I want them to think like providers and feel ready to make safe clinical decisions.

What Spring Brings in my Clinic IV Seminar

This course is where everything starts to come together. Students have already completed several clinical semesters, and now they are preparing for boards, graduation, and their professional roles. I’ve shaped this course to help them think critically about ethics, community health, and professional responsibilities.

There are independent review modules, discussions on informed consent and jurisprudence, resume building, guest speakers, and service learning projects. I’ve included space for reflection because it is important for students to think about what kind of hygienist they want to become. I have also worked in collaborative pieces that connect this course with their clinical experience, so nothing feels like a separate box to check.

What I Learned Last Year and What I’m Doing Differently

Last year I leaned heavily on the guide I was given, and I am grateful for that. It gave me confidence and clarity. This year I am making more intentional connections between content and clinic. I am taking time to check in with students and connect with colleagues to ensure we are working together as a team.

The pacing guide helps me do all of that. It is not just a calendar. It is a tool that keeps me focused on how I want to teach and what kind of learning experience I want to create. If you are a new educator, my advice would be to use what you are given and then grow into it. Make small changes that reflect who you are and how you want to show up for your students. That is what I am learning to do, and it feels like the right kind of progress.

Here’s to a smooth, purposeful academic year ahead!

Planning for Success: How Curriculum Maps, Pacing Guides, and Lesson Plans Work Together in Dental Hygiene Education

I just finished my first year of teaching dental hygiene, and what a year it’s been! As someone new to the profession, I’m learning every day—not just about clinical skills and patient care, but also about how important solid planning is to make everything run smoothly. Over time, I’ve come to appreciate three key tools that help me stay organized and keep my students on track: curriculum maps, pacing guides, and lesson plans. Each one serves a different purpose, but together they form the backbone of effective teaching and learning.

What’s a Curriculum Map?

For me, the curriculum map is like a roadmap for the entire year. It shows what students should learn and makes sure everything lines up with the standards and flows well across courses or grade levels. Curriculum maps are usually created by curriculum writers and instructional leaders, but I’m just starting to understand how they shape what I do in the classroom. They follow backward design principles—starting with clear learning goals and planning content around those goals (Archambault & Masunaga, 2015). This big-picture thinking helps keep expectations consistent, which is comforting as I build my own lessons.

How Does a Pacing Guide Fit In?

Once I know what needs to be taught, the pacing guide breaks that down into a timeline I can follow throughout the year. These guides are often developed by instructional leaders and teams with input from teachers, and they help balance going deep on topics with making sure everything gets covered (Johnson-Gerendes, 2015). I’m still getting used to trusting pacing guides and adjusting them based on how my students respond, but they’ve definitely kept me on track during busy semesters.

And the Lesson Plan?

Lesson plans are where I get to get creative and really connect with my students. These daily plans include specific objectives, teaching strategies, and activities that bring the curriculum goals to life. I try to include inquiry-based learning to help my students think critically about what they’re doing (Johnson, Uline, & Perez, 2014). Since every class and clinic day can be different, I appreciate how flexible lesson plans are—they let me adjust as I learn more about my students’ needs.

This infographic was created by D. Trybom using Canva (www.canva.com).

Why Do These Tools Matter Together?

I’m discovering that each tool builds on the one before it:

• Curriculum maps answer what to teach.

• Pacing guides answer when to teach it.

• Lesson plans answer how to teach it.

For a new teacher like me, especially in dental hygiene where clinical and classroom work are so connected, having these tools makes a big difference.

Who’s Behind These Tools?

Curriculum maps are usually put together by curriculum developers and instructional leaders, with input from teams to keep things consistent. Pacing guides come from instructional leaders and grade-level teams, with teacher feedback. Lesson plans? Those are all me—my chance each day to take what’s planned and turn it into learning my students can use.

How Do Design Theories Come Into Play?

Curriculum maps align with backward design and Understanding by Design by starting with learning goals and organizing content around them (Archambault & Masunaga, 2015). Pacing guides follow this structure by sequencing the content thoughtfully across the year (Johnson-Gerendes, 2015). Lesson plans bring inquiry-based learning into practice, encouraging students to engage actively with the material (Johnson, Uline, & Perez, 2014). I’m still learning to balance these theories in my own teaching, but seeing how they connect helps me grow.

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Teaching my first year has shown me just how much goes on behind the scenes to help students succeed. These tools help me keep everything organized and focused—so I can focus on what matters most: my students and their learning.

Thanks for following along with me on this journey!

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References
Archambault, S. G., & Masunaga, J. (2015). Curriculum mapping as a strategic planning tool. Journal of Library Administration, 55(6), 503–519. https://doi.org/10.1080/01930826.2015.1054770
Johnson, J. F., Uline, C. L., & Perez, L. G. (2014). The quest for mastery. Educational Leadership, 72(2), 48–53. https://www.ascd.org/publications/educational-leadership/oct14/vol72/num02/The-Quest-for-Mastery.aspx
Johnson-Gerendes, C. (2015). Keys to curriculum mapping [Video]. Sage Knowledge. https://doi.org/10.4135/9781506321042