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    520 Curriculum Implementation Philosophy

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    The document outlines the author's curriculum implementation philosophy which focuses on: 1) Fidelity of implementation of the district adopted curriculum to guide students in mastering grade-level standards, 2) Ensuring curriculums are culturally inclusive and meet the needs of all students, and 3) Differentiating instruction and providing tiered supports to meet the individual learning needs of all students. Technology integration and preparing students for college and careers is also emphasized. The vision is for hands-on, collaborative learning experiences using high-quality instruction and curriculums.

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    520 Curriculum Implementation Philosophy

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    337 views5 pages
    The document outlines the author's curriculum implementation philosophy which focuses on: 1) Fidelity of implementation of the district adopted curriculum to guide students in mastering grade-level standards, 2) Ensuring curriculums are culturally inclusive and meet the needs of all students, and 3) Differentiating instruction and providing tiered supports to meet the individual learning needs of all students. Technology integration and preparing students for college and careers is also emphasized. The vision is for hands-on, collaborative learning experiences using high-quality instruction and curriculums.

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    The document outlines the author's curriculum implementation philosophy which focuses on: 1) Fidelity of implementation of the district adopted curriculum to guide students in mastering grade-level standards, 2) Ensuring curriculums are culturally inclusive and meet the needs of all students, and 3) Differentiating instruction and providing tiered supports to meet the individual learning needs of all students. Technology integration and preparing students for college and careers is also emphasized. The vision is for hands-on, collaborative learning experiences using high-quality instruction and curriculums.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    337 views5 pages

    520 Curriculum Implementation Philosophy

    Uploaded by

    api-562856559
    The document outlines the author's curriculum implementation philosophy which focuses on: 1) Fidelity of implementation of the district adopted curriculum to guide students in mastering grade-level standards, 2) Ensuring curriculums are culturally inclusive and meet the needs of all students, and 3) Differentiating instruction and providing tiered supports to meet the individual learning needs of all students. Technology integration and preparing students for college and careers is also emphasized. The vision is for hands-on, collaborative learning experiences using high-quality instruction and curriculums.

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    The key takeaways are the philosophies of curriculum implementation discussed which include fidelity to district adopted curriculum, cultural inclusiveness, differentiation, multi-tiered support, and utilizing technology.

    The philosophies discussed regarding curriculum implementation are cultural inclusiveness, differentiation for learning needs and tiered intervention, and utilizing technology.

    Factors that are considered when evaluating new curriculum include whether it is culturally inclusive, has components for differentiation, resources for English learners, approaches for multi-tiered support, and includes digital resources for teachers.

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    Curriculum Implementation Philosophy

    Joan E. Hammond

    College of Education, Grand Canyon University

    EAD-520: Strengthening Curricular Programs

    to Promote Continuous School Improvement

    Lisset Pickens

    February 2, 2022
    2

    Curriculum Implementation Philosophy

    Philosophy: Curriculum Implementation and Grade

    My school serves students in TK-4th grade. One of our expectations is the implementation

    of the district adopted curriculum in every classroom with fidelity. The instruction using

    curricular materials is supported through ongoing professional development for all staff involved

    (Hammond, 2017). The goal of this implementation is to guide students toward mastering the

    skills and knowledge listed in the Common Core grade-level standards. Committees made up of

    administrators, teachers, support staff, parents and community members plan and evaluate

    scheduled updates and monitor the success of each program.

    Philosophy: Cultural Inclusiveness

    PSEL Standard 4 includes the idea that curriculum should assist student learning and be

    culturally inclusive (Reston, 2015). When evaluating new curriculum several criteria must be

    satisfied. The text, pictures, and content should reflect the diversity of our students and our

    surrounding community. These must be presented in an authentic manner that helps each student

    feel seen and be able to make a connection with the material. There should be resources to assist

    with the instruction of our English language learners to help them learn in their best way. Based

    on previous data, these resources need to have a way to help our students with vocabulary

    acquisition. In this way we can meet their needs to help them progress through the levels to be

    able to be re-designated as a fluent learner. Each of our students needs to be provided with the

    instruction that will help them to become socially and academically successful.

    Philosophy: Differentiation for Learning Needs and Tiered Intervention


    3

    Curriculum is a tool that should be used to help our students learn how to learn. An

    integral part of instruction is finding out what each student needs to be able to make progress and

    finding ways to meet that need (Glatthorn et. al., 2016). When evaluating and piloting new

    programs, these ideas need to be accounted for. Does the curriculum have components to assist

    as teachers plan to differentiate for individual students? Are there resources that can be used to

    teach in small and whole group settings, with scaffolds for those that need them? Are there

    opportunities for enrichment for those students who need to be challenged? Will the program and

    its various components lend themselves to instruction that supports as well as enhances what is

    needed by each student in the classroom (Reston, 2015)? Are there approaches for multi-tiered

    student support? These should all be considered as part of the rubric that is used during selection

    and piloting of any new curriculum.

    Philosophy: Technology

    Part of the Common Core Standards includes the concept preparing students for college

    and career skills. The use of technology is one method toward achieving this goal (Francis,

    2018). Many new curricular programs include digital components for staff and students. Students

    can access their texts as well as activities and lessons which may be useful for review and/ or

    reinforce what has been shared through teacher instruction. This was especially useful during the

    recent time when it was necessary to hold virtual/ online instruction. Having access to this

    technology was crucial to continuing the learning process for our students while they improved

    various skills necessary for future use. Video and audio clips are also helpful to help with student

    understanding and engagement. The digital resources for teachers and other support staff can be

    used to assign activities online, as well as assisting with the collaboration, planning, and

    assessment process for lesson integration. Technology may also be helpful for professional
    4

    development opportunities, giving teachers additional strategies to improve their instruction

    strategies (Briggs, 2018).

    Philosophy: Vision and Mission

    As part of our school vision, our curriculum should give each student experiences and

    strategies through hands on and technological lessons to be able to work together toward the goal

    of the mastery of grade level standards. We should find ways to meet the needs presented by the

    demographics and diversity of the students and community we serve (Glatthorn et. al. 2016).

    Any changes or updates to current programs should be analyzed with predetermined goals in

    mind (Dotoli & Scanfeld, 2018). We pledge to help our students make progress with high-quality

    instruction, assisted by the tools provided by carefully selected curriculum. Staff must be

    provided with adequate training and opportunities for collaboration to provide the best

    instruction experiences for our students (Francis, 2018). Curriculum is an important piece of

    reaching our goal of staff and student success.


    5

    References

    Briggs, L. L. (2018). 7 ways to maximize professional learning: Take advantage of technology to

    help teachers advance. District Administration, 54(9), 84.

    Dotoli, V., & Scanfeld, V. (2018). Teacher-Driven Curriculum Development: Do your teachers

    have content knowledge and an entrepreneurial spirit? Use them! Principal

    Leadership, 19(2), 48–52.

    Francis, J. B. (2018). Student Centered: Navigating Curriculum Selection to Maximize

    Improvement. Principal Leadership, 19(2), 14–16.

    Glatthorn, A. A., Jailall, J. M., & Jailall, J. K. (2016). The Principal as Curriculum Leader:

    Shaping What is Taught and Tested (4th ed.). Corwin.

    Hammond, D. (2017). Are You a Game-Changer on Curriculum Implementation? Principal

    Leadership, 18(3), 48–51.

    Reston, V.A. (2015). Professional Standards for Educational Leaders. National Policy Board for

    Educational Administration.

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