Final Reflection

It is a daunting task for any new administrator to change curriculum. Strategies for Curriculum Change correctly assumes that curriculum needs to change. We have learned this semester that curriculum must be continuously updated to reflect the needs and learning styles of students. This is not to ignore the basics or the classics. Writers such as Hirsch strongly promote cultural literacy as a means of creating a platform for future learning. But we should continue to rethink what education is. Thinking of SabreTooth, It is not always practical/beneficial to teach students as they were in the past. Curriculum should be revised in zero-base format; all aspects should be questioned for relevance. Riding this find line can be challenging; but the challenge becomes less daunting when we attach our curriculum change to a specific shared vision for the school.

This class fully embraces the spirit of change. The use of Blackboard, blogs, and YouTube as learning tools did not compromise our learning in any way. Moreover, it specifically meets the needs of graduate students with full-time jobs. Students were accountable for their own learning, yet given the flexibility to work on their own schedule.

Leaving this class, I will better grasp the role of administrators in leading curriculum change. We must evaluate the needs and wants of all stakeholders. We must create specific planning committees and communication chains. Rationale and time-frame for the change must always be linked to the vision for our school. These processes will not create the perfect, end-all curriculum; they will continually function to create a learning program that best benefits kids.

Orange Middle School Response

Administration should be praised for placing common planning time at a premium.
Teachers should be commended for using this time effectively to diagnose problems and collaborate on solutions. Because of the small learning communities, teachers are better able to serve students.

Teachers should also be praised for having the courage to teach a technique like ROPE-W. For most English teachers, the last thing they want to do is make writing a soulless, formulaic exercise. And while it might not be what they envisioned when they signed their contracts, these teachers are developing a foundation for growth. Middle school teachers, especially in failing districts, must not seek tangible rewards in the form of seeing students flourish. They should rest confidently in the knowledge that they have set the student on a solid path going forward.

Two recommendations would involve the weekly meetings and the uniforms. Both of these issues can seem like window dressing to outsiders. It is therefore important that the principal demonstrates action in response to student feedback. A principal willing to have such meetings must be willing to handle the radical issues and ideas that might be brought up. More harmful to student morale than administrative dictatorship is the illusion of democracy. I would also recommend a stated rationale for the uniforms to students. In an environment where we are trying to build relationships and personal understanding, it can be trying to have everyone dressed the same. I feel the same sense of continuity and shared purpose can be conveyed to students [and accepted by them] in other ways. To build this climate we have to foster the core belief that all are equal...through curriculum design, extracurricular programs, even student awards/recognition. Uniforms look the part but without student buy-in...they are all sizzle and no steak.