Improving Curriculum and Instruction in an Organization Essay examples

As schools were faced with these daunting expectations to meet standards, state agencies, school boards, and administration all had to re-evaluate current practices, not only in the form of what should be taught, but how it should be taught (Performance Evaluation Advisory Council, n.d.). In more appropriate terms,

Our students come from a wide range of elementary and middle schools and enter our building without consistent levels of instruction that they would receive if they were all coming from a feeder middle school, which leads us to have students with an incredibly wide range of abilities and skills sets when they enter our doors. In response, we have had to create strong structures that hold teachers accountable to sharing and using data to modify their lessons because it is infeasible for us to level our classes perfectly. To do so, we have our instructional coaches work one on one with our teachers to create and update 6-week plans every single week to ensure that their instruction is actually meeting the needs of the learners that are in front of them. Due to these strategies, we had the highest growth in our entire network on the PSAT in quarter one for our ninth and tenth grade cohorts and we are on track to exceed our growth goals for the year. However, it is important to note, that our students have a high level of learning and emotional needs, which means that we have to approach classroom management and social work services differently than another school might. Our classroom management system has to incorporate a high emphasis on relationship and coalition building. It also means that we must approach our instruction in a way that is culturally responsive, culturally sustaining, and data driven. Another strategy that we have implemented to ensure that students have access to rigorous and challenging work is to consistently use data not solely to tell them where they are, but to empower and reinforce to students their worth and capabilities on a daily level. We have VIP lunches, ceremonies that recognize growth, and jobs well done. It is imperative to create a culture of celebration when it comes to acknowledging their hard

Today’s education system is challenged with creating and incorporating the most effective and meaningful methodological and conceptual curriculum designs to date. One of the key challenges is to design curriculums that facilitate understanding, retention, and generalization (Bulgren, Deshler, & Lenz, 2007, p. 121-122). However, there is no single way to overcome these challenges due to the variances and complexities within each content area. These, along with the demands of meeting high stakes testing, and the endless revolving door of performance standards, places teachers in a constant state of turmoil as they seek to create coexistence between student achievement and rigorous and challenging standards. One strategy being implemented

The “Investigating the link to improved student learning Final report of research findings” reported that transformational leadership practiced on student achievement had a weaker effect as to the effect of collective leadership. It is more beneficial to students if leadership is widely spread in a school.

The Common Core has been developed as a nationwide measurement for student progress. Officially launched in 2009 as a federal funding bill, the standards identify skills that every student residing in the United States should master in English language arts (ELA) and mathematics from kindergarten through 12th grade (Gewertz, 2015). The Common Core itself is not a curriculum, however, it identifies rigorous objectives that must be met by a school’s curriculum. The purpose is to initiate a deeper focus on developmental learning by using interdisciplinary instruction. This redefines the way that students learn because their progress is no longer assessed on the outcome of their performance, but by the process that has allowed them to reach the

A leader is someone who stands out among his or her peers and is chosen to be placed into a position that requires setting an example and providing direction for that group. Although anyone can be chosen as a leader, he or she must be willing and deserving of this position.

Teachers are demonstrating a greater knowledge of their content, and are teaching the same subjects for longer periods of times. The district level should require the teachers to implement a backwards design when creating their unit plans. The same grade level teachers from the parish will meet as a group to design the district test for each unit. This planning will help the teachers set their instructional objectives for their classes, and find additional resources to use during instruction. As a future district level supervisor, I believe, as stated in Standard 2, I have gained the knowledge and the understanding of curriculum design, implementation, evaluation, and refinement in order to help the teachers improve their student’s math

As a leader, one must be kind and firm, making sure what needs to be done is done. As a leader, one must inspire their charges to finish the project completely and to do their best. I have been a leader in our school’s Journalism (Yearbook) class as an Layout Editor. I have made sure my staff has been consistent in their work and make their deadline on time.

As one leads with integrity, fairness and in an ethical manner, they lead by modeling those values and beliefs that belong in an educational setting. They show concern and care personally for the students, staff and communities learning, behaviors, and lives. Leaders promote a culture of openness and trust. They model appropriate behavior and skills to improve learning and engage others to share in this process through collaboration.

“Common Core State Standards Initiative” is a result of the “Standards and Accountability Movement” which began in the 1990s in the United States. This particular branch of education reforms was geared towards expectations of learning at each grade level. The Standards and Accountability Movement not only brought attention on what students were expected to learn, but on teachers as well – focusing on how teachers were to implement lessons and able to teach for student achievement which would be measured in

Launched in 2009, the Common Core state standards have done nothing to help students progress their learning abilities, and have even harmed their ability to be educated. With Common Core, teachers must follow strict guidelines on what to teach and how to teach it, but this one-size-fits-all ideal does not apply to the real world. Former teacher, Susan Rakow,

I see myself as a potential leader, trying to get everyone on task and doing on what we need to do. So being a leader will help other students and me be successful,and that we may surpass the teacher's expectations.

The Common Core curriculum is intended to educate pupils for the increasingly demanding world that we exist in today. Common Core State Standards establish precise, uniform guidelines for what every school child should know and be able to do from kindergarten through 12th grade creating benchmarks for reading and math, replacing education goals that varied drastically from state to state. These new standards focus on preparing the critical-thinking, problem-solving, and analytical skills that are essential to be successful after high school, and gives teachers a means to evaluate a student’s development throughout the academic

To remediate this, we contracted with the Achievement Network to help us connect the standards to a curriculum and plan for a more fluid instructional delivery that would improve the assessment outcomes. They provided us a structure that laid out the Common Core Standards of assessed skills that included a scripted curriculum and instructional activities outlined in their guidelines. Students are making growth towards attainment. However, only 9% of the student population have met grade-level proficiency targets. Teachers are feeling that they are harshly judged because 30% of their evaluation is based on students meeting proficiency.

When Common Core was put into full effect, teachers were unprepared and were not given the professional development that was needed to effectively implement these standards. As Sarah Boslaugh says in her article, “the new standards are more demanding than those already in place in many school systems and teachers and administrators do not have enough time to prepare for their implementation, which would result in widespread failure among students”(Boslaugh, 2015, para.1). Common Core’s standards were poorly implemented and it is causing the system to fail. Sue Pimentel, a founding partner of the nonprofit Student Achievement Partners and lead writer of the Common Core State Standards for ELA and literacy states, “Teachers aren't being given enough time to work together to develop the materials and teaching techniques that will be necessary to effectively implement the Common Core, nor are they being given enough time to observe and critique each other's teaching” (qtd. in Tucker, 2014, para.3). Sue Pimentel is saying that teachers are not properly trained to teach their students the Common Core curriculum, so it is illogical to have these standards be implemented. Since teachers are now required to follow a step-by-step format to teach, along with a set of required criteria to be met, the classroom has completely changed both inside and out. A majority of schools are not even attempting to help teachers with this change. “Adapting to change: teacher perceptions of implementing the common core state standards” is an article written by Brooke Burks. This article discusses how teachers are coping with this rapid change of curriculum. As the article says, “fewer than fifty percent of school districts planned professional development reared towards implementing and aligning Common Core standards” (Burks, 2012, p.4). Teachers are in need of any