DO21 Task 1 6

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Western Governors University, Washington *

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D221

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Mathematics

Date

Jan 9, 2024

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docx

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Uploaded by Davis1975

Eric Davis Educational Leadership: Western Governors University D021: Leadership of Curriculum Design and Instruction Task 1 Gregory Thomas 6/9/23 A1. Key Factors The analysis of West Oak Cove Elementary School data revealed several student subgroups that warrant special consideration when testing, such as those with Individualized Education Plans (IEPs), English Language Learners, and Low-Income students. Of the three, English Language Learners in Math demonstrated the greatest need for curriculum evaluation due to only 2.1% being proficient compared with 23% overall proficiency rate across schoolwide proficiency scores, indicating a discrepancy that needs immediate attention through curriculum evaluation. The low proficiency scores across the board suggest a need to address issues in the classroom, particularly among English Language Learners in Math. Furthermore, new teachers coming in or those from non-education backgrounds indicates that professional development is needed for those teachers. Also, current curriculum maps do not accommodate additional instructional strategies or reteaching, and curriculum guide excerpts must be more precise to meet them.

The School Report Card reveals that students only receive 45 minutes of math daily, which should be increased given low Math proficiency levels. To address these concerns, math blocks should be extended to at least 60 minutes daily to encourage and allow the students time to think critically through problem-solving activities, while an additional 30 minutes should be dedicated to small groups or workshop groups. Implementing the Math Workshop Approach says, " The math workshop approach transforms classrooms into mathematical communities of learners who engage in meaningful tasks within a math-rich learning environment " (Newton, 2016). The math workshop approach is a social constructivist approach teaching approach because students develop conceptual understandings in mathematics by completing inquiry-based tasks in small groups (Dewey, 1933; Vygotsky, 1978) using dialogue and reflection (Bruner, 1961)." We currently use this model in our school, and it helps all our students, including our English Language Learners. An ENL teacher should pull struggling students or push into the classroom to work with them directly . This ensures that English Language Learners receive additional support to increase proficiency levels. A2. Key Stakeholders The Curriculum Development Team (CDT) should include stakeholders that can help address the significant disparities in Math proficiency scores among English Language Learners at West Oak Cove Elementary School. The CDT should include the 3rd, 4th, and 5th-grade teachers, principals, math instructional coaches, ENL teachers, parents, and district and state education department representatives.

The CDT plays an essential role in providing high-quality educational experiences for their students, as they must understand both standards and skills students should gain at each grade level and any gaps or weaknesses within the existing curriculum. Third, fourth, and fifth- grade teachers play an essential role in the CDT by using vertical Alignment to cover all standards and requirements for mastery at each grade level, and any gaps or weaknesses present within the current curriculum. Vertical Alignment in school is the process of organizing curriculum in a mindful way between grade levels so students can smoothly transition between grade levels (Tucker, 2022). Students need an effortless transition, and vertical Alignment is crucial because it eliminates the need to spend a large portion of the beginning of each course "catching students up" and reviewing concepts to ensure they are ready for the main course materials (Tucker, 2022). Any skills and concepts that are not taught or covered in the curriculum can lead to gaps as the students progress to 4th grade. Glatthorn in Curriculum Leadership (2018) states, " Alignment is not only at the heart of curriculum planning but also critical to school reform. "Therefore, participation by third- through fifth-grade teachers on CDT teams is imperative as their knowledge will provide invaluable insights for better student outcomes." Math instructional coaches are pivotal in supporting teachers as they teach mathematics to all their students, including English Language Learners. Their responsibilities include reviewing the curriculum to ensure it meets student needs. They are also in charge of professional development to assist teachers in designing the latest instructional techniques and strategies that support all learners effectively. Our instructional coach helps the teachers in our building when new technology, new curriculum, etc, comes along. Their expertise allows for modifications that better accommodate English Language Learners within this subject area.

ENL teachers are essential to providing English Language Learners with instructional support and making the curriculum more accessible. By interpreting information, ENL teachers can help support relationships with the teacher, the students, and their families. Their inclusion on CDT teams is vital as their expertise in working with ELLs can provide insight into any modifications since they often create individualized plans necessary to accommodate these students appropriately. Principals are primarily responsible for setting up PDs for training and ensuring their curriculum meets all students' needs and is implemented accurately. Principals serve as leaders and supporters for the Curriculum Design Team (CDT), keeping its goals on track while its recommendations are implemented. Their participation is vital as principals have the authority to implement changes proposed at a CDT meeting, and their involvement gives an insight into how teachers, parents, and other stakeholders may perceive any modifications proposed therein. Parents are also essential in the curriculum evaluation because they are invested in their child's education. Parents can often provide valuable feedback regarding the curriculum's effects on their child's learning and advocate for changes that better meet their needs. Their involvement also offers insight into community reaction to change initiatives while building support. Representatives from district and state education departments can offer guidance and support to the CDT by ensuring any changes meet state and district standards while

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