Linking Curriculum Assessment

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.

For this program outcome I chose my curriculum analysis paper from CUR 512, Curriculum Analysis and Planning. In this course we defined curriculum, the aspects that are considered when writing curriculum, the theoretical perspectives found within curriculum, and the goals of the curriculum. By writing this paper, I was able to focus in on a unit that I teach in third grade social studies to get a full picture of the curriculum. I was also able to see the complex issues surrounding the curriculum that I never previously noticed.

Though well-implemented programs of study require strong cooperative partnerships between core content and CTE teachers, there is still substantial work to be done to ensure that fruitful CTE and general education collaborations exist at every level. Policymakers must communicate and collaborate to align and integrate core content and CTE standards. In the classroom, educators must pool resources to present an integrated curriculum in both CTE and core classes. And accountability systems must be retooled to ensure that aligned metrics assess a range of student knowledge and abilities that predict readiness for success in both college and careers.

There are many approaches that can be taken in order to develop a school’s curriculum, or the material that the students will learn. If there were no federal regulation of curriculum, then it would not be possible to compare student achievement across districts or even states. The federal program, Common Core State Standards, assists in equaling education across the nation. The Common Core has reinvented the perception of student learning which, in turn, has caused American education to become a corporate institution. As a result, there has been a threat to states’ rights for education as more rigorous content has been implemented into classrooms by the government, which ultimately changes the role of the teacher.

The major emphasis in education for the 21st century is on data driven accountability measured by student performance on standardized testing. National and state expectations require students to demonstrate mastery of curriculum objectives. Instructional objectives are the focus of the building principals to show measurable student progress. The improvements are evaluated based on data and monitoring of the curriculum.

After reading the definition of culturally responsive, I have discovered that neither of my schools is culturally responsive. With the increase of diversity in both schools, administrators and teachers will need to increase their knowledge as well as resources in order to aid these students. Until teachers are formally trained, it is my hope that they will at least incorporate one of Banks’ “five dimensions of multicultural education.” (Banks, 1993) During social studies and science lessons, teachers can incorporate the content integration dimension. In this dimension teachers can tell students “various isolated facts about heroes from diverse groups.” (Banks, 1993) With the knowledge construction

In what ways will the content of this course help you in your quest to make your school and classroom more meaningful and effective for all students? One way in which the content of this course that will help in my quest to make my school and classroom more meaningful and effective for all students are reshaping the curriculum. According to Nieto, "Schools must take a serious look at their curriculum, pedagogy, retention and tracking policies, testing, hiring practices, and all the other policies and practices that create a school climate that is either empowering or disempowering for those who work and learn there"(Nieto,1996). The curriculum should be integrated, interdisciplinary, meaningful, and student-centered. Also, it should include issues and topics related to the students' background and culture. Moreover, it should challenge the students to develop higher-order knowledge and skills.

At the beginning of the school year, administration will present the plan to teachers and staff and explain the importance of the academic integration and the positive outcomes that are possible. A “Leadership Team” will formed consisting of experienced literacy, math, and CTE teachers, an administration member, and the curriculum director. The Leadership Team will be responsible for evaluating academic standards and CTE standards and forming a literacy and math plan that can be implemented in CTE courses. The Leadership Team will also be responsible for developing ongoing teacher training to include literacy and math in CTE courses and correspondence with literacy and math teachers.

During my observations, it is clear that Ms. Minor prepares well thought out lesson plans for her third grade students. Lesson reflect both the state adopted curriculum and the instructional needs of the students she serves. She prepares lessons that increase student engagement. Ms. Minor’s lesson also incorporates culturally responsive strategies. Her selection of instructional resources demonstrates an understanding of the diverse

“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

* Supporting the teacher by delivering and evaluating learning activities, in accordance with the curriculum frame work.

The Common Core Standards engage a standards-based education. The standards guide teachers to prepare students for what they are expected to learn to succeed in life. It is essential that teachers understand the expectations and implications of the standards, so teachers can help students achieve educational goals by designing specific educational plans that align with the core standards. Furthermore, tailoring the curriculum will help to build relevant skills students are argued to integrate in college and their future careers.

Another characteristic of culturally sensitive teacher is to “learn as much as possible about the students, their families, and the community and use it in their teaching” (Glickman et al., 2014, p.375). Under

Prospective student teachers were required to choose a curriculum document from either the primary or secondary school sector for evaluation. They were required to conduct such an evaluation using the Daniel Stufflebeam’s CIPP (Context, Input, Process and Product) Model. The CIPP Model would be used to determine the usefulness of the curriculum in meeting the needs of the Trinidad and Tobago society. Based on possible weaknesses found in the document, prospective teachers were to offer appropriate alternatives to improve the document’s content and implementation.