Weekly Reflective Critical Analysis

EDA 503 Week #1

CITE Program at the College of St. Rose

Professor Helfman
July 8th, 2023

Natasha Scott
Introduction

A curriculum is a collection of predetermined educational experiences that students

encounter in a school, as my group and I discussed in class. Curriculum provides a structured

framework for educators to guide and assess student learning to ensure that students acquire the

necessary knowledge and skills in a particular subject area. In addition to topics, themes,

learning objectives, and standards, the curriculum also specifies the resources and techniques

that will be used. A well-designed curriculum should ensure that students receive a

comprehensive and balanced education, covering essential knowledge and skills across various

subjects. An effective curriculum should also align with the school's mission, vision, and goals,

providing a clear roadmap for teachers and ensuring consistency in instruction. In the end, a

carefully designed and frequently reviewed curriculum optimizes the possibility of success and

achievement for students. School leaders should use curriculum to assess the quality and

relevance of the education being provided, address any gaps or weaknesses, and make informed

decisions regarding resource allocation, professional development, and instructional strategies.

I think all curricula should be customized and changed to better suit the needs of the

students who it is intended to educate. As a result, I intend to work with teachers in my capacity

as a school leader to make sure that the curriculum at the school best serves and meets the

requirements of our students. This can be done through regular team meetings, professional

development sessions, one-on-one discussions, and curriculum committees. It is crucial to have a

space where students and educators can voice their opinions and suggestions for prospective

changes to the current curricula. This will allow me to gain valuable insights into the strengths

and weaknesses of the curriculum being used and make informed decisions for improvement.In

reality, my teachers should be involved in any discussions on curriculum changes in my school

community. Collaborating with my teachers will ensure that the curriculum reflects the diverse

needs and interests of our students. I'd also hope to promote a sense of ownership over the

curriculum so that teachers are engaged and committed to the implementation of the curricula.

As the head of the school, my ultimate goal is to foster open channels of communication

and to create a collaborative environment where teachers are willing to continuously learn and

grow and feel safe to share their thoughts and ideas. At the end of the day, my teachers are the

ones dealing directly with students every day, therefore their thoughts are essential. In general,

it's critical that teachers get the chance to talk about curriculum on a frequent basis. Teachers

frequently work alone, which can result in a uniform teaching style that ignores the individual

skills, learning preferences, and special requirements of each student. This may ultimately

impede students' general development and growth.

My group's view on curriculum is quite similar to Saylor & Alexander (1974), Johnson,

(1970), and McNeil's (2008) definition of curriculum, as indicated below, which is mentioned on

page 5 of Curriculum Development in a Global Age by Wiles, Jon W., and Joseph C. Bondi.

1. “A curriculum is a plan for learning” - Saylor & Alexander, 1974, p. 6

2. “We define curriculum as a plan for providing sets of learning opportu-nities to
achieve broad goals and related specific objectives for an identifia-ble population
served by a single school center”- Johnson, 1970/1971, p. 25
3. “A curriculum [is] usually thought of as a course of study or plan for what is to be
taught in an educational institution”- McNeil, 2008, p. 12

(Wiles & Bondi pg. 5).

I would like to broaden these notions of curriculum to include learning opportunities

outside the classroom in light of our class discussion. As Professor Helfman pointed out,

curriculum encompasses more than just what is taught in the classroom. Curriculum is

"everything that students learn both inside and outside the classroom." The curriculum should be
represented in every part of the school, including the cafeteria and hallways. I also want to

elaborate on the concept of the "hidden curriculum" that professor Helfman brought up. This

concept refers to the unstated lessons and values that teachers instill in their students by their

behavior, attitudes, and learning environment. As a school leader I think it's important to help

bridge the gap between written and unwritten curriculum. Our school's vision and mission should

live within the curriculum.

Literary Review

1. Wiggins McTighe's "Understanding By Design" left me with the concept of teacher

autonomy. On page 2, vignette #4 tells the tale of a history teacher who realizes he won't

finish a book until he reads 40 pages every day. Regrettably, the teacher decides to

exclude the Latin American part and a few student-focused activities. Then he switches to

speed lecture mode to get his students ready for the final exam (Wiggins & McTighe pg.

2). Teachers frequently struggle with finishing the curriculum quickly, especially when

there are demands for external assessments. The "coverage orientation" frequently fails

to produce the desired learning outcomes for students because it does not give them the

chance to fully internalize the topics taught. It is harmful to use the "teach, test, and hope

for the best" method. I can relate this idea of "teach, test, and hope for the best" to the

comic strip on assessment that was discussed in class. The problem is that, no matter how

we teach it, if students don't understand it, we haven't really achieved much.

I'll put everything I've learned into practice as a school leader by being open and

flexible with the pace of the curriculum (NELP Standard 4). Before going on to more

complex topics, teachers will be encouraged to reteach concepts to make sure that

students thoroughly understand the material. This adaptability recognizes that not all
 students learn at the same pace and that some may need more time and assistance to fully

grasp particular subjects. Additionally, it gives teachers the opportunity to clarify

misconceptions, reinforce lessons, and give each student their own individualized

attention, ultimately fostering greater comprehension and academic success. I can create

an atmosphere of learning where students feel encouraged, appreciated, and empowered

to overcome challenges by encouraging teachers to reinforce concepts. My objective is to

instill in them a passion of learning and a growth mindset. During grade team meetings, I

will be there to discuss and encourage teachers to make data-driven decisions about

whether to repeat lessons and slow down the pace of instruction (NELP Standard 2).

“In many instances, however, knowing the goal does not auto-matically help an educator know
how to teach it” - (Ornstein et. al. pg 17)

2. The quotation by Ornstein under the heading "Using Goals to Plan Learning Activities"

in chapter two of “Contemporary Issues in Curriculum” emphasizes the support that

leaders should provide to their teachers in order to close the gap between learning

objectives and instructional strategies. Teachers are better able to engage students,

encourage meaningful learning experiences, and support academic success when they are

given the required support and materials to link learning goals with their teaching

practices. Bridging the gap between learning goals and instruction enables educators to

cater to the diverse needs of their students. Ultimately, support from school leaders can

enhance the overall quality of education and maximize the potential of both teachers and

students. To ensure that teachers receive the support that they need, I will implement

professional development workshops specifically focused on understanding and

implementing effective instructional strategies that align with the learning goals. For
 instance, I can invite subject-area experts or experienced educators to conduct workshops

on instructional best practices, teaching methodologies, and assessment strategies specific

to a currilia and learning goals of our school. These sessions can provide teachers with

practical tools and techniques that can be directly integrated into their lesson planning

and delivery. I was generally reminded of my ultimate goal after reading this section of

the chapter, which is to support the creation of a collaborative learning community where

teachers can share their experiences, exchange ideas, and work together on lesson

planning and instructional design. I can empower teachers to collectively examine

learning goals, discuss instructional strategies, and adjust their approaches to guarantee

alignment with the desired outcomes of our school community. Teams at the grade level,

subject area, or even cross-disciplinary level will be required to work together on lesson

planning and instructional design. I will empower teachers to acquire the information,

skill sets, and support they need to successfully align their instructional practices with the

desired learning goals for their content area.

“Drill and practice for tests is poison to the joy of learning and to quality instruction that
students deserve” - (Manley & Hawkins pg. 6)

3. As described in the text, teaching to tests can often be perceived as a monotonous and

burdensome task for students, leading to a sense of drudgery. The repetitive nature of

studying, reviewing materials, and practicing test-taking strategies can become

overwhelming and drain students' motivation and engagement. As a school administrator,

I intend to use a variety of strategies to lessen the burden of test preparation and foster a

more productive learning environment for all students.

Strategies For Students
#1) I can contribute by focusing on the value of the learning process rather than just test results.
It's crucial to convey to students that test preparation is about more than just passing an exam—
it's also about gaining information and skills that will help them in the long run. I could
accomplish this by putting in place a thorough and balanced assessment system that includes a
variety of formative assessments in addition to the conventional summative exams, including
projects, portfolios, presentations, and group discussions. By providing students opportunities to
demonstrate their learning through a variety of ways, I can promote an enhanced understanding
of learning outside of standardized assessments.

#2) I can purchase instructional resources with money from my school's budget, such as software
and online learning tools, to provide students more ways to learn and make preparation for tests
more engaging and self-directed.

Strategies For Teachers

#1) I will support teachers in incorporating vocational learning strategies such as hands-on
activities, group discussions, problem-solving tasks, and real-world application in their day to
day instruction. These teaching techniques can help students have a more fun and meaningful
learning experience. I can help make this happen by providing professional development
workshops. I can also develop a schedule for in-house classroom visits so teachers can observe
one another to identify best practices.

#2) Teachers can help students feel less overwhelmed and more in control of their exam
preparation by incorporating frequent formative evaluations into their lesson plans. These non-
punitive evaluations can help teachers and students monitor progress, identify problem areas, and
boost student confidence. Teachers who need support in this area will receive the appropriate
resources.

“Blaming teachers will not improve education. Improving how teachers work together,
providing them with continuous professional development to advance mastery learning among
their students, and supervising the changes school leaders initiate are the only ways to
transform our current system of education.” (Manley & Hawkins pg.32)

4. I will use this concept of continuous learning and professional advancement in my role as

school leader to promote a culture of growth and development within my school

community. In order to better serve our students, I want my staff to constantly be willing
 to reflect on their own performance and make improvements. This can be accomplished if

I provide all stakeholders with an array of workshops and opportunities for professional

growth. For instance, I can design customized workshops utilizing information from

classroom observations. Offering workshops and professional development opportunities

in interest areas are additionally important. Providing staff with engaging workshops will

promote participation. Hopefully, this will foster a culture of growth mindset. Parents

are very essential and may need help too. I want to welcome parents to join professional

development workshops too. In the end, I want to encourage the development of PLCs

where stakeholders reflect on their work and share best practices. This main takeaway is

related to PSEL Standard 6: Professional Capacity of School Personnel. Adhering to this

standard is essential for school leaders because it emphasizes the value of strengthening

the knowledge, expertise, and skills of the school community.

Educational Philosophy

My primary educational philosophy is Progressivism, according to the scoring test on

educational philosophy. Existentialism is my second-highest score, and Perennialism and

Essentialism are where I scored the lowest. These outcomes are not unexpected. I discovered

early on in my teaching career that I approach instruction from a student-centered perspective.

Most of the lessons I design involve students doing experiments in order to solve problems. I

recall that when I was younger, my science, art, and physical education classes were where I

learned the most. In these classes I was encouraged to investigate, ask questions, and use my

hands. As a result, these classes were notably more engaging than the others. I even developed a
passion for science and chose to major in biology in college. I worked hard to establish a

meaningful yet enjoyable environment for learning when I first started teaching. Even though the

material being taught may not always seem appealing, I believe it is crucial for all teachers to

make learning interesting and fun. Students are more likely to participate, pay attention, and

retain information when learning is enjoyable. By attempting to make their courses enjoyable

teachers can create a stimulating learning atmosphere where students develop a sense of

curiosity, internal motivation, and a desire to explore new ideas.

As a leader, I would use a progressivism-based educational strategy where the needs,

interests, and experiences of the students are prioritized. To ensure that our young people are

motivated, engaged, and given opportunities to cooperate and think critically, I intend to

motivate teachers to utilize active learning. This method can aid in knowledge acquisition and

retention, which will increase student achievement. I will encourage educators to provide

students opportunities to speak up and make decisions in the classroom. When choosing study

topics, project ideas, and evaluation strategies, teachers should always get student feedback.

Along with working with teachers to align the curriculum with a progressivism approach, I

believe it's important to offer professional development on progressivism. I can bring in

specialists or seasoned educators who can share their expertise and techniques for implementing

student-centered methods. I will make sure that teachers take the time during team meetings to

consider their existing practices and experiment with new teaching strategies that are in line with

progressivism. Finally, I will offer tools that can help teachers create student-centered lessons,

including frameworks for project-based learning or inquiry-based curricular models.

Summary

Key takeaway from Discussion

1. Different educational philosophies, like perennialism, idealism, realism, experimentalism,
and existentialism, have different ideas about the goals of education, the subjects
included in the curriculum, the delivery of instruction, and the roles that students should
play.

Key Takeaway From Readings

1. Education is crucial for student mastery. As a result, a school administrator should pay
especially close attention to the curriculum being implemented at their school. The
quality and relevance of the education being offered should always be evaluated by
school administrators so that they can choose appropriately when it comes to allocating
resources, investing in staff development, and lesson plan design.
Bibliography

Manley, Robert J. & Hawkins, Richard J. (2013). Making the Common Core Standards Work
Using Professional Development to Build World-Class Schools. Corwin (US).

Manley, R. J., & Hawkins, R. (2010). Designing school systems for all students: A tool box to fix
America’s schools. Rowman & Littlefield Education.

NPBEA. (2018). National Educational Leadership Preparation (NELP) Program Standards -

Building Level. Retrieved from: www.npbea.org

National Policy Board for Educational Administration (2015). Professional Standards for
Educational Leaders 2015. Reston, VA: Author.

Ornstein, A. C., Pajak, E. G., & Ornstein, S. B. (2015). Contemporary Issues in Curriculum (6th
ed.). Pearson Education (US). https://bookshelf.vitalsource.com/books/9780133259988

Wiles, J. W., & Bondi, J. C. (2015). Curriculum Development: A Guide to Practice (9th ed.).
Pearson Education (US). https://bookshelf.vitalsource.com/books/9780133527957

Wiggins, G., & McTighe, J. (2005). Understanding by Design. (2005). (2nd ed.). Upper Saddle
River: Prentice-Hall.
 Rubric for Evaluation of Reflections

Content (5 pts. per reflection)

Content 1 .50 .0
Leadership lens Demonstrates thoughtful Some insight shown as Limited or no insight offered
insight as a future leader a future leader regarding topic
Class Includes and integrates Includes and integrates Includes and integrates few insights
discussions meaningful insights some insights garnered garnered from class discussions
garnered from class from class discussions
discussions
Readings Includes and integrates all Includes and integrates Includes and integrates few
assigned readings some assigned readings assigned readings
Summary Includes a summary Includes a summary Limited identification of themes.
paragraph which paragraph which Limited ability to synthesize key
synthesizes all of the synthesizes some of the learning.
major, identifiable themes major, identifiable Reveals limited evidence of
within and among the themes within and significant learning(s).
readings and class among the readings and
discussions and your most class discussions and
significant learning(s). your most significant
learning(s).
.50 .25 .00
Standards Cited and made accurate Cited and made some Cited and made limited or no
connections to the connections to the connections to the ISLLC/PSEL
ISLLC/PSEL standards ISLLC/PSEL standards standards and elements
and elements and elements
Grammar/APA No punctuation or Some punctuation Punctuation and grammatical errors
format grammatical errors. and/or grammatical interfered with the reader’s
Follows APA format. errors. understanding of the paper.
Includes complete Follows some APA Limited understanding of APA.
bibliography format. Incomplete or Minimal
Includes incomplete bibliography.
bibliography.
Total Grade Ranges: 5 - 4.5 = A; 4.25 – 3.75 = A-; 3.5 – 3= B+; 2.75 = B