Curriculum and Instruction I believe that curriculum should be designed and delivered keeping the end in mind, that is, with a clear picture of standards based assessments. After twenty years of teaching in public schools, I understand the value of purposefully delivered instruction. In many ways it is illogical and unfair to students to give them assessments on curriculum they have not been taught. In the present climate where funding and public opinion demands school accountability as expressed through test scores, assessment should drive curriculum and instruction. Accepting the fact that the assessments reflect keen attention to state standards, the methodology used in instruction should align to those standards. Many issues impact effective curriculum and instruction. For example, teaching must be supported by adequate resources, including easy access to materials needed in order to do their job properly. Both the principal and staff should play a role in developing or adapting units of study. Books and articles promoting current research based strategies and best practices should be a part of staff culture. Well-received professional development focused on continuous improvement is essential to implementing strong curriculum. When Common Core was adopted, our school district had to adapt, and displayed the flexibility we needed to integrate the new standards into our teaching. Every Monday in whole staff professional development sessions, and further in team PLC’s, teachers were able to examine the structure and content of the assessment. Additionally, by adopting a standards based report card, the staff was able to develop lessons that prepared the students to perform capably on the SBAC. Because the school had responded to the change in standards by designing curriculum with the assessment in mind, by the time the SBAC was reportable, the students had a fair shot at success. Parent and Community Involvement Parents and community both shape and reflect the values present in the school. In order to best serve student achievement, this group must be part of a cohesive plan. The term purposeful community refers to the intersection of a combined effort or intention set by agreed-upon processes, collective efficacy, outcomes that matter to all, and use of all available assets. My years of teaching in a high-performing school have led me to trust that success follows when stakeholders agree on how to attain a goal that everyone finds important. When resources are used efficiently by a group that believes in itself, student achievement is inevitable. Parent and community involvement can occur in many different ways, among them being volunteering on campus, fundraising to support important programs, participating in Site Council Committees and more. I’d like to talk about parents being a presence in the classroom. As well as some parents are eager to be an active part of their child’s educational experience, there are very real constraints on both time and money. Schools need to be flexible, presenting opportunities for parents to have a vested connection to the school’s success beyond their individual child’s participation. Sometimes it may be that qualified parents, with an eye toward respecting child privacy, may help out as instructional aides. Other chances to interact may happen digitally; for years I have managed a stock market competition online where parents unable to spend time in the classroom, compete against students to see who can make the most of a portfolio. Parents have also been invited in to share their stories, about the role education has played in their careers and currently in their lives. Whichever method used, parents present a vision to the kids of how they can be in the future -- that connection is more motivational than anything. And it’s free. Discipline and School Climate/Culture School culture, how a campus feels and how people behave, is a community agreement stemming from a clear and shared vision of what the school can and should be. I know this because having visited and taught at schools where the demographics, geography, and financial resources are so different, the only common variables were school pride and a commitment to a defined mission. For example, saving money is difficult for its own sake, but easier if done for a clear purpose: something you can practically see yourself using, or an experience you vividly imagine. Similarly, controlling impulses, being kind, applying yourself fully and expecting excellence in areas academic, athletic, and social, is reasonable through envisionment. Many factors play a part in school culture, having a welcoming attitude to all stakeholders, using choice words, understanding that it is never too late to learn, and an agreement to reinforce values at home. I believe the power of the concept, Do No Harm, comes from its three-pronged perspective: the self, others, and the environment. When you approach the school as including all three of those entities, it becomes easier to have the student understand the specific effect of his or her behavior. Once you can identify and agree upon this causal relationship, then you can agree upon a plan of action for restoration. As a future leader, my discipline policies and practices will reflect my belief in mutual respect and responsibility. My reactions will always match the situation with student learning as the driving force. Removal from school, either through suspension or expulsion shall be last resorts, when protecting the rest of the students becomes an overriding consideration. Students will understand that “restoring the harm you have created by stealing, or cheating, is part of the consequence.” (Pumpian, 2016). This gets the student “off the bench and into the game” where they feel like they are part of the process of their growth. In so doing, the kid also shares in the satisfaction of achieving a goal -- staying in school and learning. From your beliefs come intentions which manifest as actions that shape the school environment. Technology I believe that technology in the hands of students allows them not only access to information, but a tool to develop and exploit their creativity. Whereas inspired teaching of well designed curriculum is the essence of a good education, technology can shape the experience of that learning, while preparing students to compete in a digitally connected globe. I have had the good fortune to teach in a well-funded school with 1-1 distribution of Chromebooks from fifth through eighth grade, and pods of iPads for each lower classroom. iMac labs complement the experience, by providing faster microprocessors on software laden machines. The effects of teaching with technology are numerous, among them delivering curriculum via a medium on which the students already want to engage, becoming practiced at judging the credibility of sources, knowing how to analyze and synthesize data, and a chance to improve communication skills. I’d like to touch on the importance of using a learning management system, which has had a profound impact on how students interact with curriculum. For the past few years I have made every effort at making my classroom paperless. Assignments are delivered online, with worksheets available as scanned pdf’s which when opened in apps, Kami or Notability, allow them to be annotated and then submitted online. Responsibilities are easier to meet, and time management becomes more plausible. When discussions occur in response to articles, videos, or prompts, the quieter students have an avenue to organize their thoughts without feeling overwhelmed by stronger classroom personalities. In this way the classroom environment is extended into the digital world and learning opportunities expand. Keeping the school infrastructure current, the teachers supported with professional development, and the kids given easy and equal access to online devices, is a powerful strategy toward school excellence. In today’s competitive climate and fast-paced world, deciding not to do so is irresponsible.
1 Comment
Ian Pumpian
12/5/2016 02:07:35 pm
Your subsections read well. I would tweek the disciple section a bit. The other sections you state your examples in first person and they are timeless. That is what you have experienced/done is aligned with a vision of what you will always do as your professional journey continues. As such I get a good sense of your skill set and experience. These adds to your credibility and that is important. In contrast, in the discipline section you have great opinions and show extensive knowledge but your example moves from knowledge to a future commitment ( I would). I would rather see yopur example connect current skills/experiences to a sense of what you will always do. " I would" may establish your knowledge but not necessarily your ability to implement it.
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