EDLD 5335 Curriculum Management was
a course that builds an understanding of curriculum models; curriculum
frameworks, including those articulated at the state level; alignment of
instructions to standards; and assessment of learning outcomes. In the course
we reviewed district-level curriculum and policies.
As a technology specialist, I am a
firm believer that instruction drives technology. In this course I investigated
curriculum. I work at a school that has very high expectations for their
students. We do not just want our children to pass tests but to truly succeed
on assessments. Curriculum should be driven by data. During week 1 assignment
1, I reviewed AIES data from 2010. I realized that our students do very well on
the TAKS test. In almost all areas and populations, more than 99% of students
passed with at least 75% of students being commended in all areas. The only
part that showed an area of need was in writing. 77% were commended in 2010
whereas 92% were commended in 2009. The Campus Improvement Plan indicates that
by 2011, 90% of students will score commended on the TAKS.
With that data in hand, I decided
to work with fourth grade teachers in increasing writing fluency with the use
of online forums. I ensured that the professional development session I created
worked through the areas indicated in the APA Learner Centered Psychological Principals
(1997, pg. 5). The teachers will use a “hands on” approach to learning forums.
During their training they will utilize the forum themselves whiles brainstorming
ideas to utilize forums with their students.
Using data to help drive
instruction is important in the classroom as well as during professional
development. We must use these data based decision making skills to
successfully implement curriculum objectives.
Collaboration is a wonderful way to
find solutions as problems occur. Collaborating takes the power away from one
person and allows new ideas to be considered. When we work only by ourselves,
we sometimes get lost in our own ideas and need others to show us different
ways. I find if I don’t collaborate then my training becomes redundant. When
working with different personalities, results can only be different.
Living in the 21st century has
created many different ways to collaborate. We no longer only have the option
of meeting face to face. I have used Wikispaces and Moodle forums to
collaborate with colleagues in a written environment. Personally, I have
utilized Tok Box, Skype, Adobe Connect, and Webex to work “face to face.” I
recently collaborated with a teacher in India to train her on Moodle where I
shared my desktop so she could understand the Moodle software easier. This
helped us to share ideas concerning our lesson on how life in India is similar
and different to the way of life of children in the US. Collaboration is
limited only to our imaginations.
My philosophy of curriculum is
based on a learner centered approach. We must differentiate our instruction to
benefit every child. Using data based decision making helps create an atmosphere
where the teacher understands the areas that the students need more focus. It
is important to use many different types of assessments. TAKS cannot be the
only deciding factor. Teachers must use quantitative and qualitative
assessments to make qualified data decisions. Teachers need to use the district
assessments in a manner that helps make decisions.
We must use data based decisions to
help create a successful curriculum. I have known teachers who have a
curriculum but must deliver the same lessons on the same day for years. As an
educational leader, I will work with all teachers but specifically those
teachers who need alter their own philosophy to incorporate the importance of
data based decision making into their classrooms to ensure curriculum is being
delivered successfully. According to Poston (1992), the underlying assumptions
of curriculum management auditing focus on alignment of curriculum, assessment,
planning, and resource allocation.
During this course I learned many
new concepts but specifically about the Texas Education Agency (TEA) Learning
System. This system establishes the Texas Essential Knowledge and Skills (TEKS)
which guides our curriculum. The TEA and TEKS are at the state level and guides
us at the district and campus levels.
Following the state level, we have our school boards which dictate the
curriculum expectation and terms by which the Superintendent and district
leaders create the district curriculum. The district curriculum will specify
the instructional implementation that should occur throughout the entire
district.
As a technology specialist on a
campus, I help the district create curriculum decisions in the area of
technology. I also work with my campus principal creating campus level
decisions. On a daily basis I work one-on-one with teachers to help support
them with the changes that occur in the curriculum and assist them in the use
of technology within the curriculum. I must ensure I help teachers accurately
utilize the campus improvement plan (CIP) to ensure student success. I also
must ensure that the technology aspect of the CIP accurately depicts the needs
of the campus and current trends. According to Pierce & Kalkman (2003), a
major goal of learner-centered principles is to help educators become more
reflective and self regulated. My job as a technology specialist is to also
assist educators to be independent.
It is important that the district
is aware that the campus leader is dedicated to the success of their campus. As
Dr. Arterbury stated in the Week 5 lecture, “The key is for the principal to
develop credibility with the central office administration as a person
committed to student learning and one who manages a goal-driven budget. A
campus leader develops this credibility by demonstrating the ability to make
sound decisions about personnel needs and to work with central office to
channel funds toward data-evidenced need.”
I have also recently become a
member of the steering committee for the regional Texas Computer Education
Association (TCEA) and my mentor is the president-elect of TCEA. Working so
closely with state and local level committees helps ensure that I am actively
involved in the decision making for the state.
Learner-Centered Principles Work
Group of the American Psychological Association's Board of Educational Affairs.
(1997). Learner-centered psychological principles: A framework for school
reform and redesign. American Psychological Association, Retrieved
from http://www.apa.org/ed/governance/bea/learner-centered.pdf
Pierce, J. W., & Kalkman, D. L.
(2003). Applying learner-centered principals in teacher education. Theory into
Practice, 42(2), 127-132.
Poston, W. K., Jr. (1992). Curriculum
auditing: Effects upon school improvement in international schools. Education, 113(2), 195-198.
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