Discovery Education content is created by teams of educators and subject matter experts who design, develop, write, and review our award-winning instructional content. We draw on the expertise of the Discovery Educator Network, a professional learning network that all teacher users of Discovery Education can join. To ensure a diverse representation in our writing staff, we recruit creative and practical teacher-writers from our partner school districts as well as from our partners in Ministries of Education around the globe. All materials that you read, view, and interact with in Discovery Education were conceived and tested by experienced, grade-level-appropriate teacher-author teams.
Once the content is developed, we begin collecting user feedback and make updates to digital versions of content based on that feedback (within the bounds of state adoption restrictions). This process continues through the life of the program. To comment on Discovery Education content, you can click on the support icon on most digital pages or visit the feedback link on our website. We welcome all comments from educators, as this helps us continually improve our services.
To ensure our content and pedagogical approach is research based and up to date, we rely on experts from universities, national organizations, and independent consultants for content review and accuracy. Discovery Education employs a multistep process to review and select content, ensuring that only the best, standards-aligned content winds up in the classroom.
Whether it is sourced from the award-winning Discovery networks or inspired by a single creative educator, the content in our services is selected and reviewed against a multipoint rubric. Content that does not meet the criteria is not included. The rubric includes four major categories:
- Alignment to standards and discipline-specific educational research
- Productive student engagement
- Affirmative representation of diverse people and experiences, with an emphasis on inclusiveness for those who have been historically underrepresented in a field
- Practical and appropriate use in instruction