Implementing new curriculum across the state can be a daunting task for any essentialist based school district. Throughout the years, states has been forced to implement new curriculums based on changes in educational laws, demographics, and the advances within technology. History is a content area, which rarely gets revamped regarding the material. However, through this outline it will demonstrate how the history curriculum would be implemented to assist students across the curriculum, and how the new application of standards, community involvement, and collaborative planning’s will aid in the overall success of the student, state, and district. Spring 2014
Identify and engage all Investors
A. Identify teachers to contribute …show more content…
iii. Explanations must be done in separate venues from the student, PTA, PTO, etc…want the conversation to stay focused on the changes and not individual students
Identify the Disparities and Fundamental Changes
A. Implementation of data teams to pilot organizing the data, and/or “be the point people for analyzing gap analyses that may already have been conducted by districts or by state departments of education” (Georgia Department of Education, 2012).
B. Pinpoint materials and resources that can be shared between and among grade levels. This will allow all materials and resources to be viewed as supplemental resources, and must be used to show how materials and resources must be differentiated to enable all students to access curriculum aligned with the new standards (Costa, 1991).
i. Identify textbooks and other resources that will be used within the classroom. ii. What philosophical perspective is identified within the resources would be used to support the standards addressed iii. Is the biblical perspective addressed? Will the material be offensive?
C. Districts and schools will need to have available all resources which includes, but not limited to training, curriculum materials and appropriate assessments. This will allow scaffolding content so that students’ progress is visible.
Viewing the Full Picture
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In all three of these artifacts, I have developed relevant, integrative, challenging, and exploratory units of study. The “Preserving the Past” unit incorporates all four core subjects as well as a service learning opportunity. My interdisciplinary unit on geography connects Language Arts with Social Studies with visual art mixed in, and the Greek mythology ELA unit was taught in conjunction with a Social Studies class (1). The Civil War unit and NC geography unit I have created incorporate Common Core standards as well as NC Essential standards. Lesson plans and assessments in all of these units were created using backwards design in which I started by looking at the standards and objectives students would be expected to reach and based my assessment based on those objectives (2,10).
Ever since the 1960s, the Texas textbook controversy has had an issue in America. The Texas school board is meeting to make revisions to their textbooks and curriculum. But are they also revising history? Educators across the country are watching to see the effect this issue will have on students. The choices the board members are making will affect politics, religion, monies spent thru-out the Texas school system. Christian conservatives on the state education board want curriculum changes. Parents and student would like the curriculum to remain the same, or not
Curriculums are the roadmaps for schools which provide purpose and direction for administrators, educators, parents, and students. Curriculum typically refers to, “the knowledge and skills students are expected to learn, which includes the learning standards or learning objectives they are expected to meet; the units and lessons that teachers teach; the assignments and projects given to students; the books, materials, videos, presentations, and readings used in a course; and the tests, assessments, and other methods used to evaluate student learning.” (Curriculum, 2015, para. 1) Curriculums may come in many shapes and forms, whether they’re purchased as a package at the school or district level or they’re created or refined by educators and
The purpose of the Comprehensive Curriculum Project (CCP) is to analyze the myriad of issues that have arisen over the last few years revolving around curricula and its use in the classroom, school, and district. With the 2010 state adoption of the Common Core, educators experienced many different transitional issues and developmental issues revolving around the curricula. In order to develop a deeper understanding of these issues it is important to conduct interviews, look at the Teacher Working Conditions survey, and to analyze local organizational models that might affect the transition to the new standards.
In theory, this is the same idea that Howard County has for their Social Studies curriculum, but unfortunately the continuity in subject matter mastered is not evident and I fear we could go down the same road with Common Core (CCSS). Therefore, curriculum should support continuity within a school system, but often that does not occur.
Within the planning of lessons the teacher needs to identify the necessary resources to be used, they will also need to adapt and develop the learning activities to suit the requirements of different groups and for
Teachers are able to target the learning gaps by developing a plan of action based on the needs for our students. Verbiest (2014) and Hershkovitz (2015) argue data is used to tailor (how we sever students, how we offer support, types of support, what resources we need to invest on, whether we take a student to students needs with our school psychologist) instruction for students in all content areas in an effort to increase student achievement. As a result, the school can provide specific professional learning, support, and resources to teachers based on the needs and areas of weakness of our students (Fox, 2001). As lifelong learners, teachers recognize that their professional practice continues to evolve as they reflect and act on new information. If teachers have information that helps them confidently identify the root of educational challenges and track progress, they can more readily develop action plans that will have a positive impact on their students’ achievement (Halverson et al.,
Today, many states and schools systems are adopting a standards based education system. In fact, according to Common Core Standards Initiative (2014), forty-three states, the District of Columbia, four territories, and the Department of Defense Education Activity (DoDEA) have adopted the Common Core State Standards. The premise is that if all critical subject areas follow a standard from state to state, that all students will receive the same and fair education. The Vermont State Board of Education saw a need and a value in implementing such a system. As such, the Board created a strategic plan to implement a framework of standards that would eventually adopt the common core standards. This paper will discuss the strategic plan created by the Vermont Board of Education and evaluate whether or not the goals of the plan were met through the Framework of Standards.
The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
Chalk.com is a unified solution that allows districts to map the curriculum, create unit plans, establish a scope and sequence, and deliver daily lesson plans in the classroom. The solution is built around curriculum specialists, teachers, and students working collaboratively to ensure the highest possible quality of education. A unified solution starts with the curriculum specialists who compile resources for classroom teachers. Teachers can automatically import those unit plans and other resources directly into their daily planners. This results in daily plans that align closely with the curriculum and takes ½ the time to create for teachers, allowing them more time and flexibility to focus on instructional strategies, methods and activities
The Interstate New Teacher Assessment and Support Consortium, or INTASC, principles were developed in 1987 to provide beginner teachers with a guideline of how they should perform. In total there are ten INTASC principles: Knowledge of Subject Matter, Human Development and Learning, Diversity in Learning, Variety of Instructional Strategies, Motivation and Management, Communication Skills, Instructional Planning Skills, Assessment, Reflection and Responsibility, and Relationships and Partnerships. These ten principles align with National Board for Professional Teaching standards. This ensures that beginning teachers are aware of what is expected of them. The INTASC principles provides teachers with a tool they can use to become
A misunderstanding still exists as to the approach of the redesign. What does it mean to teach history in the digital age where students have access to facts at the swipe of a finger? Teachers need to understand that the redesign represents a paradigm shift in the way history is taught, no longer does one need to cover it all at breakneck speed and hope something sticks. However, how does one teach a conceptual approach to history that emphasizes the application of historical thinking skills while still holding students accountable for a core of knowledge? The workshops, through collaborative conversations and the development of quality lesson plans, need to educate teachers as to what this really looks like in the classroom.
An effective school leader possesses skills to create, implement, evaluate, improve and share a staff development plan. I met with Ben Rhodes, Sandy Creek Middle School’s principal, to interview him on the specific elements of his yearly staff development plan. We began with the design process focusing on the district and school goals. District goals include improving literacy across the content areas in reading and writing, Guaranteed and Viable Curriculum (GVC). Guaranteed and Viable Technology (GVT), and Closing the Achievement Gap (Equity in Excellence). Using a variety of assessments to focus on specific needs, Ben Rhodes and Mary Sonya, our Pupil Achievement Specialist, examined CSAP, Explore, MAP, and RAD data. They use the
Section 74.1 of the Texas Administrative Code discusses the components that are essential to instructional learning. These components are to make up what is known to be the Texas Essential Knowledge and Skills (TEKS). TEKS states that all districts must offer a foundation curriculum to include language arts, mathematics, science and social studies. The social studies is to include classes such as U.S. and World History, government, geography and economics. It also states that enrichments curriculum must be completed too included courses such as physical education, foreign languages, health (not required by state, but many districts still require it), career and technology and fine arts. This section of the code also informs of the requirements of each TEKS in each particular grade level. This administrative code allows districts to require more to the curriculum while restricting the removal of any of the foundation and enrichment curriculum requirements.