Sari Weltmann

Sari Weltmann serves as Executive Director of Curriculum and Instruction at American Heritage Schools, overseeing academic strategy across its campuses in Plantation (Broward County) and Delray Beach (Palm Beach County). She also serves as Junior High Principal at the Broward campus, leading student development, faculty performance, and daily academic operations.

Leading Curriculum, Instruction, and Academic Strategy

At American Heritage Schools, I lead curriculum and instruction for a pre-K through 12 college preparatory program that serves nearly 4,800 students and supports around 500 teachers. I manage a team of six and work across campuses to ensure our efforts consistently reflect the school’s mission. My role centers on defining what we teach, when we teach it, and why it matters. Curriculum mapping and development form the core of this work, guiding every academic decision we make.

Professional development is another critical responsibility, where I align training with our strategic initiatives when curriculum changes are driven by data. This involves bringing in external experts, offering on-demand learning through our systems, and leading in-house sessions. Teacher leaders also play an active role in delivering development across campuses. I oversee cross-campus collaboration through professional learning communities (PLCs), ensuring alignment and shared best practices.

Instructional resources fall under my purview as well. We follow a structured textbook selection process that combines thorough vetting with teacher input, allowing educators to evaluate and select materials that best support their classrooms. Data analysis plays a significant role in shaping our direction. I review SAT, PSAT, ACT, and MAP Growth data from NWEA to inform curriculum decisions and provide actionable insights for teachers.

Teacher evaluation, mentoring, and instructional coaching remain my central focus, supported by an in-house system that ensures consistent observation and feedback, while our curriculum specialists provide ongoing, job-embedded coaching. In addition, I contribute to accreditation efforts and focus on developing future leaders within the organization.

"The approach to curriculum design and academic excellence is grounded in collaboration, responsiveness to feedback, and high expectations."

Driving Curriculum Innovation and Academic Excellence

The approach to curriculum design and academic excellence is grounded in collaboration, responsiveness to feedback, and high expectations. I have seen these principles guide every major initiative, ensuring alignment with both institutional priorities and student needs.

“The approach to curriculum design and academic excellence is grounded in collaboration, responsiveness to feedback, and high expectations.”

One of the most impactful efforts has been the development of a comprehensive curriculum mapping system that brings educators together across campuses. Working alongside my team and predecessors, we have to built a process that goes beyond state standards and reflects a deep understanding of our students and culture. This allows us to make intentional decisions, such as adjusting when and how concepts are taught based on actual student readiness rather than fixed benchmarks.

The process requires sustained effort and discipline. We approach it one subject and one grade level at a time, and saw it evolve over five years into a fully documented framework. Since then, we have embedded a structured review cycle. Each year, selected subject areas undergo revision, incorporating feedback gathered from teachers and administrators over time. I ensure that this feedback is carefully reviewed, refined, and shared again for validation before implementation.

This continuous feedback loop keeps the curriculum active and relevant, with collaboration viewed not as a one-time step but as an ongoing commitment that strengthens outcomes and sustains academic excellence.

Integrating Technology to Enhance Learning Impact

Integrating technology into learning is a shared effort between curriculum and educational technology teams. I work closely with this group to ensure that digital tools align with instructional goals rather than operate in isolation. The school follows a one-to-one iPad model from grades 6 - 12, with additional access through classroom carts in earlier grades.

We also focus on ensuring that teachers move beyond basic usage and adopt more innovative, instruction-driven applications of technology. Ongoing professional development supports this shift, covering new software, apps, and emerging areas like AI. This work is strengthened through collaboration with our educational technology team, external partners, and research-backed tools, ensuring that implementation remains both practical and impactful.

Aligning Curriculum with Institutional Goals

Aligning curriculum with institutional goals begins with a clear focus on student outcomes, particularly college readiness and placement. I work closely with our college advising leadership to ensure that curriculum decisions support this objective in meaningful ways. When new courses are introduced, I consider how they will appear on student transcripts and whether they strengthen college applications. At the same time, I evaluate existing courses to determine if they continue to serve student needs effectively.

Data plays a central role in guiding these decisions. Insights from PSAT and other assessment results help identify areas where students may need additional support. These findings directly inform curriculum adjustments at specific grade levels or within subject areas. I also integrate MAP Growth data to validate trends and ensure consistency across campuses, grades, and disciplines.

When patterns emerge across multiple data points, teams come together for collaborative discussions. This ensures that curriculum changes are not made in isolation but reflect shared expertise and institutional priorities. I use this structured, data-informed approach to maintain consistency, strengthen programs, and support meaningful faculty collaboration.

Advice for Future-Ready Curriculum Leaders

My approach has shown that strong curriculum leadership begins with grounding decisions in research and data. I rely on evidence to guide direction, while also bringing in external experts when specialized insight is needed. At the same time, trust in those responsible for curriculum work is equally important. When experts are part of the decision-making process, they should be empowered to carry that vision forward.

I also see value in clearly defining roles. Curriculum teams should take ownership of what is taught, when it is taught, and why it matters. This allows teachers to focus their energy on how to deliver instruction in engaging and effective ways, rather than navigating uncertainty around content.

The curriculum function is most effective when positioned as a central hub within the school. I actively collaborate with other departments and remain open to their needs. Whether it is aligning with admissions on placement testing or supporting broader institutional priorities, this cross-functional mindset strengthens outcomes. When curriculum leaders stay connected and collaborative, they create systems that are both adaptable and sustainable.