EDLD+5335+Discussion+Boards


 * Week 1**

Definition of Curriculum:  A curriculum is a set of guidelines on what to teach in each subject area. They are based on the states requirements for each subject and grade level. Purpose of curriculum:  The purpose of curriculum is to assure that all students are learning what they are supposed to learn, when they are supposed to learn it. It clarifies expectations to the students, parents, educators, administrators and all involved stakeholders. Curriculum for an individual school and its students:  Texas utilizes the TEKS (Texas Essential Knowledge and Skills) which are guidelines for educators. It is up to the school districts to find a curriculum that closest fits their goals for their students. This can be done through a district Curriculum department or educator groups. My district has a curriculum department that has chosen to use CSCOPE but we also have groups of teachers on curriculum adoption committees that help chose the state-adopted curricula. I have been on the 1 st grade math adoption committee and am currently on the PK adoption committee. I am really looking forward to this since we do not use CSCOPE and our curriculum is what we will use the most. ** Week 2 **  am torn about Taba’s model remaining applicable to 21 st century teaching and learning. Her early theories were the basis of her curriculum model and she felt that learning should be interactive, children should work together to solve problems and that educators had to provide conceptually sound curriculum that was organized, taught effectively and could be evaluated using appropriate tools and processes. Unfortunately, we seem to have moved in the opposite direction due to the emphasis on standardized tests which some teachers feel is the foundation of their curriculum. I wish we could still teach in this manner. Technically, Tyler’s model of curriculum development would still be applicable to today’s standards. His focus was: defining goals, establishing corresponding learning experiences, organizing learning experiences to have a cumulative effect, and evaluating outcomes. Most curricula are developed in this manner but that is not always how concepts are taught. "Hilda Taba." Ask.com. Gale Encyclopedia of Education, n.d. Web. 25 Jan. 2011. . Simpson, R. (1999). Ralph Tyler on curriculum: A voice from the past with a message for the future. Innovative Higher Education, 24(2 ), 85-87.


 * Week 3 **

I have not had any experience with a curriculum management audit. I tried contacting the director of curriculum management for our district (one of my previous principals) but she has not responded.

I am not sure if our campus would benefit from an audit. We have been an exemplary campus for 2 years (the first EVER in our district even though we are only 9 years old) so we must be doing something right. However, having taught using CSCOPE before and hearing complaints about it now, maybe we need to have one to actually determine if teachers are even using it, how much they use it and if it corresponds with our goals. It seems the students that have not had CSCOPE as a curriculum are the ones that have earned us exemplary status and I wonder if the current students, who have been exposed to it the most, will succeed as well. English, F. W., & Steffy, B. E. (1992). Promise and problems of the curriculum audit. Education, 113(2) , pages 168 and 170.


 * Week 4**

What has been your experience in using data to make decisions about curriculum and instruction?

My school is PK-4. We have data meetings after every state, district and campus assessment. PK (my grade) just had a meeting regarding the middle of the year CIRCLES test where we decided which concepts we considered mastered and which ones needed more focus. We also created our small groups with their concept focus. Our K-2nd grades are going through their TPRI (Texas reading inventory) data meeting where they will also decide their focus concepts and which students to send to our reading specialists. Our 3-4 grade teachers are dissecting their latest district benchmark scores and changing/creating their small groups.

How effectively does your school use data to determine goals and objectives in the Campus Improvement Plan? We are constantly reviewing data-either by grade level or campus. We have had several staff development meetings where we dissect our 3rd/4th grade TAKS data and add to/change our campus improvement plan. It is easier to do it as a campus because of the various experiences, the number of staff involved and knowledge of the vertical alignment (where those students are coming from). Our principal feels that the whole campus is/can be involved in assisting students in achieving their goals. The team members on the CIP and DEIC committees are then prepared when they attend the meetings and have the needed information to back up their information. Fullen, M. (2000). The Three Stories of Education Reform. Phi Delta Kappan. April 2000.


 * Week 5 **

What is your philosophy of curriculum? How did you develop this philosophy? Curriculum must be based on state requirements, aligned vertically and horizontally within your district, change with the needs of your students and be reflective of data based on various assessments. I developed this philosophy while watching a principal that modeled all of this and through the readings during this class.

In the Week 1 discussion, you defined curriculum. Is your definition the same, or has it changed since completing this course?

In week 1, I defined curriculum as a set of guidelines on what to teach in each subject area based on state requirements. Most of my definition remains unchanged but I now know that all stakeholders (administration, teachers, students and parents included) must be involved in its selection and it should change based on data and the needs of the students.

What should be the relationship between written, taught, and tested curricula? Why is this relationship critical to campus improvement?

Written, taught and tested curricula should be linked. Our campus currently uses CScope for K-4 students. When I taught 1st grade, we continued to teach what and how we had always taught for the previous 4 years and only used CScope as a supplement. When it came time to give the CScope assessment that our district required, our students did poorly. We found that we had not reviewed the objectives or the assessment therefore we were short-changing our students. Data should be constantly reviewed so you can make sure that what you are teaching is what is written in the curricula and that should align with whatever assessment your will give your students. This will assure that your students will be successful learners.

English, F. W., & Steffy, B. E. (1992). Promise and problems of the curriculum audit. Education, 113(2), 168-171.