Curriculum and Instruction I believe that curriculum should be designed and delivered keeping the end in mind, that is, with a clear picture of standards based assessments. After twenty years of teaching in public schools, I understand the value of purposefully delivered instruction. In many ways it is illogical and unfair to students to give them assessments on curriculum they have not been taught. In the present climate where funding and public opinion demands school accountability as expressed through test scores, assessment should drive curriculum and instruction. Accepting the fact that the assessments reflect keen attention to state standards, the methodology used in instruction should align to those standards. Many issues impact effective curriculum and instruction. For example, teaching must be supported by adequate resources, including easy access to materials needed in order to do their job properly. Both the principal and staff should play a role in developing or adapting units of study. Books and articles promoting current research based strategies and best practices should be a part of staff culture. Well-received professional development focused on continuous improvement is essential to implementing strong curriculum. When Common Core was adopted, our school district had to adapt, and displayed the flexibility we needed to integrate the new standards into our teaching. Every Monday in whole staff professional development sessions, and further in team PLC’s, teachers were able to examine the structure and content of the assessment. Additionally, by adopting a standards based report card, the staff was able to develop lessons that prepared the students to perform capably on the SBAC. Because the school had responded to the change in standards by designing curriculum with the assessment in mind, by the time the SBAC was reportable, the students had a fair shot at success. Parent and Community Involvement Parents and community both shape and reflect the values present in the school. In order to best serve student achievement, this group must be part of a cohesive plan. The term purposeful community refers to the intersection of a combined effort or intention set by agreed-upon processes, collective efficacy, outcomes that matter to all, and use of all available assets. My years of teaching in a high-performing school have led me to trust that success follows when stakeholders agree on how to attain a goal that everyone finds important. When resources are used efficiently by a group that believes in itself, student achievement is inevitable. Parent and community involvement can occur in many different ways, among them being volunteering on campus, fundraising to support important programs, participating in Site Council Committees and more. I’d like to talk about parents being a presence in the classroom. As well as some parents are eager to be an active part of their child’s educational experience, there are very real constraints on both time and money. Schools need to be flexible, presenting opportunities for parents to have a vested connection to the school’s success beyond their individual child’s participation. Sometimes it may be that qualified parents, with an eye toward respecting child privacy, may help out as instructional aides. Other chances to interact may happen digitally; for years I have managed a stock market competition online where parents unable to spend time in the classroom, compete against students to see who can make the most of a portfolio. Parents have also been invited in to share their stories, about the role education has played in their careers and currently in their lives. Whichever method used, parents present a vision to the kids of how they can be in the future -- that connection is more motivational than anything. And it’s free. Discipline and School Climate/Culture School culture, how a campus feels and how people behave, is a community agreement stemming from a clear and shared vision of what the school can and should be. I know this because having visited and taught at schools where the demographics, geography, and financial resources are so different, the only common variables were school pride and a commitment to a defined mission. For example, saving money is difficult for its own sake, but easier if done for a clear purpose: something you can practically see yourself using, or an experience you vividly imagine. Similarly, controlling impulses, being kind, applying yourself fully and expecting excellence in areas academic, athletic, and social, is reasonable through envisionment. Many factors play a part in school culture, having a welcoming attitude to all stakeholders, using choice words, understanding that it is never too late to learn, and an agreement to reinforce values at home. I believe the power of the concept, Do No Harm, comes from its three-pronged perspective: the self, others, and the environment. When you approach the school as including all three of those entities, it becomes easier to have the student understand the specific effect of his or her behavior. Once you can identify and agree upon this causal relationship, then you can agree upon a plan of action for restoration. As a future leader, my discipline policies and practices will reflect my belief in mutual respect and responsibility. My reactions will always match the situation with student learning as the driving force. Removal from school, either through suspension or expulsion shall be last resorts, when protecting the rest of the students becomes an overriding consideration. Students will understand that “restoring the harm you have created by stealing, or cheating, is part of the consequence.” (Pumpian, 2016). This gets the student “off the bench and into the game” where they feel like they are part of the process of their growth. In so doing, the kid also shares in the satisfaction of achieving a goal -- staying in school and learning. From your beliefs come intentions which manifest as actions that shape the school environment. Technology I believe that technology in the hands of students allows them not only access to information, but a tool to develop and exploit their creativity. Whereas inspired teaching of well designed curriculum is the essence of a good education, technology can shape the experience of that learning, while preparing students to compete in a digitally connected globe. I have had the good fortune to teach in a well-funded school with 1-1 distribution of Chromebooks from fifth through eighth grade, and pods of iPads for each lower classroom. iMac labs complement the experience, by providing faster microprocessors on software laden machines. The effects of teaching with technology are numerous, among them delivering curriculum via a medium on which the students already want to engage, becoming practiced at judging the credibility of sources, knowing how to analyze and synthesize data, and a chance to improve communication skills. I’d like to touch on the importance of using a learning management system, which has had a profound impact on how students interact with curriculum. For the past few years I have made every effort at making my classroom paperless. Assignments are delivered online, with worksheets available as scanned pdf’s which when opened in apps, Kami or Notability, allow them to be annotated and then submitted online. Responsibilities are easier to meet, and time management becomes more plausible. When discussions occur in response to articles, videos, or prompts, the quieter students have an avenue to organize their thoughts without feeling overwhelmed by stronger classroom personalities. In this way the classroom environment is extended into the digital world and learning opportunities expand. Keeping the school infrastructure current, the teachers supported with professional development, and the kids given easy and equal access to online devices, is a powerful strategy toward school excellence. In today’s competitive climate and fast-paced world, deciding not to do so is irresponsible. As school instructional leader, the principal, I stand in service of the education of students, staff, and community. As I endeavor on a journey of self-discovery and maturation, my deliberate choices contribute directly to the growth of all involved. In that light there are three non-negotiables that would support my integrity as school leader, my sense of solidity and moral being: being kind with your words, honesty, and reinforcement of purposeful community.
When a child comes to school, she aims to please the adults in charge and in giving her attention to the teacher listens to what he says, and believes him. The accumulation of all this knowledge, this amalgamation of facts and opinions delivered and perceived as truth, contributes to the child’s sense of self. The belief is where the heavy responsibility lies; the words have weighty consequences. Criticizing a behavior is acceptable, however attacking a person for who they are, an inherent quality that they cannot change, diminishes the individual and renders them less likely to take on the benefits of the school program. It makes them less than before they came to school, and cannot be tolerated. Dishonesty by definition strikes down trust, without which inevitably there can be no calm and order. If the environment and culture is one lacking in trust, then neither students nor adults on campus will be able to reliably predict outcomes; this instability cannot contribute to an institution of learning. Additionally, a culture of distrust breeds suspicion, which slows everything down as stakeholders hesitate and second-guess ulterior motives. They take great pains to document, in order to cover themselves from blame and question. Lastly, a school without a culture of trust is not a place where students, staff or community members want to spend time -- they will leave as soon as possible, invalidating the school mission. The intersection of collective efficacy, resources, outcomes that matter, and agreed-upon processes is purposeful community. (Green, 2016). Actions in opposition of those factors undermines the whole point of working towards student achievement. Deciding not to use an asset, like a working tablet, because a teacher has not yet committed to the new technology, reduces the chance of hitting a learning goal. Choosing not to observe security procedures by leaving campus without signing out a child, puts student safely at risk. Student learning is again compromised. Being constructive with words, trustworthy, and supportive of a purposeful community are imperatives. References Green, R. L. (2016). Practicing the art of leadership: A problem-based approach to implementing the professional standards for educational leaders. NY, NY: Pearson. Ruiz, M., & Mills, J. (2004). The voice of knowledge: A practical guide to inner peace. San Rafael, CA: Amber-Allen Publishing. How is my leadership going to help maximize student learning? Beyond being well-received by kids and staff, or revered in the community, there is that: are my actions contributing toward the crucial goal of creating interdependent learners? In that effort, I consider myself a democratic leader. I choose to focus on the greater purpose that drives us all in the same direction away from individual gains toward the collective mission.
I believe that I can clearly be the person in charge, while knowing and professing that I am no more important than any stakeholder: child, staff, or parent. Communicating this essential understanding promotes mutual respect, and allows for effective collaboration. In the same way the student becomes an asset when they accept responsibility for their own growth, focus, self-correct, and celebrate victories, a staff can walk in step with parent and community members to achieve incredible things. Inasmuch as effective commitment is being made to achieve prescribed learning standards and observed best practices, teachers should be allowed to deliver curriculum in a way that reflects their strengths. This power unleashed can connect the classroom to the outside world in a way that is engaging and creates a “why” for working on mastering concepts that are difficult and important. Given earned autonomy, the time and opportunity to master their craft, and serve a purpose greater than themselves teachers will be motivated. I will be that leader for them. Practicing distributive leadership is the only way to meet the urgent demand of preparing students for the 21st century. Sharing responsibility with team leaders is a self reinforcing habit; not only can more be accomplished in a shorter time, but the joy of successfully meeting a goal can be experienced by more than the school leader. It also sends the ultimate message that what is happening on campus is not about the leader, but student learning. I believe that all children deserve the right to attend schools that afford them the opportunity to identify and develop their talents and self respect. Following John Dewey’s imperative to teach from the interest of the child, instructors need to teach to their strengths, influenced by the ways in which they connect with the adult, working world.
In this 21st century, students need to be nurtured and empowered so that they may, with agility and creativity, make sense of a world being inundated with information. They need to competently communicate their ideas in collaborating with others. Responsible digital and compassionate global citizenship complete a sound preparatory experience. *see original post 10/23/16 and subsequent comment My decision to leave banking came after a successful project to increase loan deposits in our branches awarded me a lovely round of applause at a company celebration, and not much else. Volunteering at a Head Start program and the book What Color is Your Parachute led me to the question: What am I going to do, be a teacher? to which my wife answered, Why not? And I haven’t looked back since.
My first master's degree at The George Washington University allowed me to build on my economics bachelor’s degree from the University of Florida, and transition into the field of education. Two years teaching third grade at the Thomas Jefferson School in Fairfax Virginia was a welcoming introduction to teaching, where my experience on the Multicultural Committee gave me the credibility to present on teaching english language learners to the attending cohort of elementary education graduate students at my alma mater, GWU. My having been born in Jamaica, and living in Scotland and St. Lucia prior to moving to the United States, set me up for success in the cosmopolitan, tri-state communities surrounding Washington D.C. A family move led me to San Diego, where a brief stint and valuable training on Class Size Reduction at Painted Rock Elementary in Poway School District, landed me at my current school, R. Roger Rowe Elementary School in Rancho Santa Fe School District. 18 years later, I have now taught 2nd, 3rd, 4th, 6th, and currently 5th grade gaining an invaluable vertical perspective of stages of development and standards of curriculum. Knowing when students were introduced to concepts, and the expectations made at each grade has certainly informed my teaching, and tempered my reactions to their “not knowing.” Being trained and certified by Michael Grinder in public speaking and assessing learning styles resulted in me working with my principal to determine and catalogue the learning styles of all students at the school in order to help teachers effectively deliver differentiated instruction. Utilizing Positive Discipline (Nelson, Jane) to foster an environment steeped in mutual respect, allows me to observe the whole child and invite them to take responsibility for their present behavior and future dreams. Having been team-leader at third grade, I am aware of how important it is to let the standards shape planning decisions, and value developing sound interpersonal relationships in professional learning communities. I am trained on and experienced in using Columbia Teachers’ Reading and Writing Workshop program to implement Common Core aligned curriculum. Managing one-to-one device instruction with iPads and Chromebooks using Google Apps for Educate to create and share documents inspired me to organize a “paperless” classroom using LMS Canvas, delivering assignments as pdf’s to be completed in Notability. Using a Smartboard has become an integral part of instruction. Educreations perfectly complements Common Core lessons, creating math videos to instruct and support student learning (shared with the District for all fifth grade) — filling in the void of textbooks. In that vein, I was also a math “text” adoption team member, led by the Assistant Superintendent, and participated in the development of Common Core, district-designed math program to align to fifth grade standards. After serving on the Faculty Association negotiation team for salary and benefits, I was made to seriously envision and formalize my role as an administrator. My current (and second), master’s degree program at San Diego State University is securing the foundation I need to venture more fully into my future as an educational leader. I moved to this country when I was 14 having finished my first four year of secondary school on the island of St. Lucia in the eastern Caribbean. Being brought up in the British system, I was ahead of my American peers, but showing up with no school records, three days after a hurricane had crippled the island, administrators had me repeat 10th grade due to my age. Three years later and now in my fourth high school, having moved following my father’s career as a surgeon, I prepared to leave Miami, FL, for Boston University. My father had shaken the hand of his 17 year-old son, told him to be a man, and saw me off onto the plane that would take me to a city I had never been to, and in which had no relatives, to make the best of my academic scholarship and college career.
Most of my friends in college understood that my being asked to function well multiculturally, was much more of a challenge than being multiracial and expected to identify as one race or another. At nineteen I dropped out of school, having been asked to accommodate too much, too young. When I refused to move back home, my father cut me off financially, to be a man. The shock of being self-sufficient, of finding my way back to solid ground as I established my independence, taught me more about myself and life than any university program could. It also allowed me to rekindle my relationship with my father, who while keeping his medical practice open took law degree at night at 58 and passed the bar three years later. This is my second masters degree. I remain the only person of African descent to have taught at RSF School, and am also a resident of the community. My path is not anyone else’s right path, but it prepared me to be comfortable with being perpetually and inescapably unique. Many years ago I decided I could either believe that I fit in nowhere, or that I fit it everywhere. I chose the latter. My father’s story is partly my story too, because through him I could envision myself anyone and achieving anything I wanted. It continues to shape my own expectations, and those of my students too. Self-belief, talent, hard work, support, and luck -- those make the elixir! Within an environment of trust, I believe that the better interest of children can be met by allowing them to become aware of what they do well, and care enough about themselves to develop those talents, so that they may become independent, well functioning, satisfied members of our global community.
The educational philosopher who has most affected my thinking is the progressive, John Dewey. In his book, Experience and Education, he outlined the need, if not the imperative, to teach from the interest of the child. I intend to shape the experience of students by allowing their teachers to teach to their strengths, while accommodating areas less secure. I would want my instructors, (although I would be much more theirs than they mine), to teach in the way that they connect to the adult world. With the speed of information and innovation geometrically increasing, students need to be empowered with more than access to a vibrant curriculum. They need to be taught how to think, to be able to digest a fluidly shifting, ever more connected world. The Seven Survival Skills (Wagner, 2014) are a good guide:
Resources: Wagner, Tony (2014-03-11). The Global Achievement Gap: Why Even Our Best Schools Don't Teach the New Survival Skills Our Children Need —and What We Can Do About It. Basic Books. Kindle Edition. |
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