Rockford Public Schools

Dr. Acacia J. Ford

As Director of Secondary Curriculum for Humanities & Arts at Rockford Public Schools (RPS 205), Dr. Acacia J. Ford leads with a deep commitment to equity, innovation, and collaboration. Now in her second year with the district, she has more than 27 years of public education experience, including 25 years of service in the state of Tennessee across Hardeman, Henry, Madison, and Memphis-Shelby County Schools.

Dr. Ford’s transition to RPS 205 marked not only a geographic shift but also a powerful opportunity for professional and personal growth. Embracing new challenges, she continues to affirm her belief that sustained, student-centered improvement stems from strategic instructional leadership and from teams united around a shared vision.

A Career Rooted in Equity and Excellence

Dr. Ford’s professional journey has been shaped by a variety of roles: classroom teacher, optional school coordinator, literacy coach, instructional advisor, and curriculum director. These experiences have strengthened her understanding of school systems and inspired a leadership approach rooted in service, equity, and continuous improvement.

“Our goal is to strengthen both the curriculum and the educators who bring it to life. That means working together to align content with standards, refine instructional practices, and use data to inform and elevate our shared efforts”

In her current role, Dr. Ford partners with educators, school leaders, and district teams to guide curriculum design, implementation, and evaluation in secondary Humanities and Arts. Together, they strive to ensure instructional coherence and excellence across content areas.

She emphasizes the importance of building leadership capacity across all levels. By supporting principals and Curriculum Implementation Leaders through collaborative initiatives, she and her team are helping schools sharpen their instructional focus and deepen their collective impact.

Leading Strategically—Together

Strategic thinking is central to the work of curriculum leadership, and Dr. Ford believes that sustainable progress is only possible when teams work in alignment. Her efforts to improve curriculum are grounded in planning, thoughtful execution, and the ability to pivot in response to emerging needs.

She and her colleagues lead curriculum reviews and updates that center on standards alignment, research-based practices, and integration of 21st-century skills such as critical thinking, collaboration, and digital literacy. These efforts are shaped by diverse educator perspectives and guided by real-time instructional needs.

Data plays a critical role in this process. With her team, Dr. Ford analyzes student performance trends, identifies instructional gaps, and facilitates collaborative planning to improve outcomes. Professional learning communities (PLCs) provide a forum for modeling instructional strategies, offering feedback, and co-constructing solutions.

Equity as a Guiding Principle

Equity is embedded in every decision she makes. One example of this shared commitment is the use of a 1–4 rating scale during curriculum audits, a tool that helps teams assess alignment and effectiveness. Any score below 3 signals the need for immediate attention and revision. Teacher input is essential in this process, ensuring that curriculum development remains responsive and inclusive.

To stay informed and inspired, Dr. Ford participates in national conferences, seminars, and workshops focused on literacy and educational leadership. By blending current research, data analysis, and educator insight, she supports the development of a guaranteed, viable, and inclusive curriculum, one designed to prepare all students for success in a complex world.

Driving Progress Through Collaborative Data Practices

Dr. Ford and her team use data not just as a diagnostic tool, but as a compass for improvement. Together, they establish learning goals, assess progress, and adjust instruction to meet evolving student needs.

Disaggregating data helps uncover patterns/trends, highlight inequities, and celebrate growth. When a strategy proves effective, it’s scaled. When challenges arise, adjustments are made, always with student success as the focal point.

This work is ongoing. The team understands that lasting change is the result of reflection, responsiveness, and shared ownership.

Elevating Humanities and Arts for Holistic Growth

Often underrepresented in traditional achievement metrics, the humanities and arts are vital for developing the whole child. Dr. Ford advocates for their central place in the curriculum, not just as enrichment, but as essential disciplines that foster creativity, empathy, and critical thinking.

Her work supports a STEAM approach that integrates the arts with science, technology, engineering, and math, enhancing both literacy and engagement. Through interdisciplinary models and real-world applications, students are encouraged to connect learning to their lives and communities.

Innovation, Inclusion, and Impact

Innovation is central to curriculum work, and Dr. Ford brings a forward-thinking approach to instruction. With her team, she explores tools such as digital archives, AI-assisted text analysis, and interactive platforms that enhance teaching and learning.

Professional development is designed with educator needs in mind, emphasizing culturally responsive instruction, tech integration, and data-informed planning. By creating space for dialogue and innovation, she helps ensure that instructional practices remain dynamic and inclusive.

Partnerships also play a critical role. Dr. Ford collaborates with cultural institutions, policymakers, and community organizations to expand access to the humanities and arts. These partnerships open doors for students through mentorships, internships, and authentic learning opportunities.

Final Thought

Dr. Ford’s work in curriculum leadership exemplifies what is possible when vision meets collaboration. By aligning strategic planning with educator expertise, she and her team are building systems that prioritize equity, innovation, and student success, now and into the future.