Understanding Curriculum

            Although I had some familiarity to many of the topics covered in this class, I definitely feel that my level of understanding of what curriculum is and encompasses has increased; I’ve seen it from many different viewpoints.  It also has been eye opening to see how these issues have been addressed in different districts and states throughout the nation. 

            To begin, it is encouraging to see how 21^st century standards are being included in different areas of curriculum.  In particular, it seemed that every aspect of curriculum, from UDL, to differentiated curriculum, to co teaching has been changed due to the understanding of the skills society will need in the future.   For example, by differentiating curriculum, co-teaching, and considering Universal Design for Learning more students will be able to reach the levels of collaboration, creation, innovation, and contribution that is essential in today’s times.  

            Differentiated instruction has been a buzzword in my district for a long time, but often teachers are asked to differentiate without given the tools or resources for doing it.  I felt that Tomilson provided us with some very good resources related to how differentiation shapes curriculum as well as the REASONING behind it.  Also enlightening were the options for differentiating while using technology.  I truly believe that I will be using this resource while planning with classroom teachers,

            For 12 years, I was a bilingual teacher working with second language learners.  When we first began investigating Universal Design for Learning, my initial perception was that it was designed for “SpEd” students, but as we delved deeper into this concept, I realized that these principles are truly applicable and essential in all areas of curriculum in order to make learning attainable and appropriate for all learning styles, disabilities, languages, and more.  As we go forward in the 21^st century, I believe that this Universal Design is even more possible and realistic with the inclusion of technologies that will allow students to create, investigate, and collaborate in many ways that were not possible even a few years ago. 

            As a whole, this course has helped me to understand that the concept of curriculum is always changing, and how  the written, taught, and tested curriculum needs to move forward to better engage students and gets them ready the needs of tomorrow’s society.

Technology, Curriculum, and Differentiation

As a school administrator, I believe there are two main components essential to any curriculum created for the 21^st century learners.  First, the curriculum must be relevant, meaning it is connected to and have value in the world outside of the school building. Second, it must value creativity and innovation, encouraging students to problem solve and “think out of the box”.

Keeping those ideas in mind, I think technology must be incorporated into the curriculum.  However, I think that this technology should be used, but used very purposefully.  For example, to connect the students to the outside world, teachers could use tools such as skype or Ichat to be able to collaborate with experts or partner classrooms. They could work on wikis or blogs to help solve problems.  Or, perhaps they could conduct online surveys with other students or adults to find out what issues are most important in a certain topic. Even something as simple as Google Earth can help students to understand the world characters in books come from or see a street view of the cities and countries they are studying.   Whatever the case, the technology is a tool that can be used to make connections that would not have been able to have been made without it. 

The second aspect that is essential is that of creativity and innovation.  We have now entered the ” innovation age” where what is now crucial is looking at what exists and thinking of new and better ways to do it.  Students can begin practicing these skills by being able to blog, podcast, collaborate on wikis in order to solve problems and much more then we ever thought possible in the past.  Of course, the best way for these technologies to be used by completing authentic projects that will or could make the world better or add to society. Some examples of these projects can be PSAs for local groups, news stories made for their school, or even adding to the school website with information about the school. I believe we have past the point where students had memorize isolated facts, and entered into an age where they can use these facts to create and innovate while working at a higher level.  Again the technology is the tool that allows student to do these things that wouldn’t be possible without its use.

Likewise, technology offers us many tools to differentiate that wouldn’t be possible without it.  For example, many websites offer reading tiered for different reading levels in order to differentiate for reading ability.  Handheld devices could be used to help students listen to recordings and/or create recordings. 

As a whole the biggest value in using technology to differentiate is the fact that it opens up an incredible amount of options for students.  Students are no longer limited in the way they show their understanding. They can create anything from a PowerPoint, to a video, to a slideshow, to a comment strip. Really, with technology any type of learning style can be addressed. 

Another benefit of differentiating using technology is by being able to truly meet the student where they are.  A great example of this is Scholastic’s Read 180 program. The students participating in this program use technology to gain background knowledge and then they read at the level is appropriate for them.  Everything in computer part of the program is created especially for them and their level of readiness. Students receive vocabulary and spelling and fluency practice with feedback appropriate for them. The amount of individualized attention that the students receive in this program would be frankly, impossible, if it wasn’t for this use of technology. 

When I think back on this topic, one phrase comes up over and over: technology in education lets us do things with our students and for our students that would never, ever be doable without it.  Whether it is connecting with students across the globe, creating new projects using new learning, or getting the practice needed, technology is a powerful tool that should be harnessed to help our students grow and prepare for the world they will live in!

Purpose of School

This is the beginning of the 21^st century; the future is here.  No longer should education be a process of providing information to students; that information is ubiquitous and free.  There was a time it might have been important for people to memorize facts like state capitals, dates of wars, and all the prepositions.  But, now, I believe that school should helps students use this information to create and think deeply about the information presented. 


For example, in a science class, I believe students should be made aware of the medical names of bones, but instead of just  memorizing the information, they should think at higher levels to create and/or conduct simulations that help them to understand how these bones work and/or work together. For instance, the webiste Edheads provides simulations of hip replacement, car crashes, and other simulations that allow deeper thinking and understanding.    


 Additionally, schools should be guiding students in an educational process that is relevant to the students’ lives and to the existing world as well as the world that will exist when they leave the educational system.  Karl Fisch's "Did You Know 3.0", states "We are currently preparing students for jobs that don’t yet exist . . . . Using technologies that haven’t been invented . . . . In order to solve problems we don’t even know are problems yet.  And, that, to me drives to the heart of the matter.  Schools are no longer fact factories. We need to expose the students to facts, and then help them to think deeply about those facts.  If all we do is teach them facts, who will have the problem solving skills to solve the problems we "don't know are problems yet".  


Finally, it is essential that students be exposed to technology that helps them to create, think deeply, and connect to the outside world.  These are exciting times, and if schools harness all the technology that is available, students can do amazing things.  This technology should be used to support the curriculum and not just for the “wow factor”.   Often, things look cool, but at the end of the day it is important to reflect on the curriculum standards and make sure that the technology is being used to meet these standards. One example of this that I am currently working on, is my schools Showcase. I have created this showcase so that students can connect with the outside world.  However, for each of these projects, I am sure to include both the district standards and the NETS-S standards. This project is its infancy stage, but I hope to be able to show the students how their learning is relevant to the outside world and also show students and teachers that technology isn't in ADDITION to the curriculum, it is just another way to achieve curriculum goals.  


In sum, the future that is here is one that provides endless possibilities for connecting, creating, and collaborating. 

Reflection on my Post-Observation Conference

Watching the video of my post-conference was very enlightening.  As a whole, I'd say I used mainly the Listening and Encouraging behaviors.  As you will see, these behaviors were the most appropriate because Barbie is a very capable teacher and doesn't need much direction in order to grow professionally. 

I was very pleased with the environment and tone of the conference which was  very collegial; there was a nice exchange of ideas and information between the two of us.  We sat next to each other in order to look at each other's notes and share information.  When looking at my body language, it seemed relaxed, and we both had good eye contact.  The only "quirk" I noticed was that I kept my hands clasped at the beginning of the conference.  Not sure if that's because I was nervous, but as the conference continued, I became more animated and used my hands more. 

I felt that there was a lot of actions of encouragement and agreement.  For examples,  when Barbie would present one explaination, sometimes I'd echo her thoughts with another example, or "piggyback" on her idea with a similar idea.   Another way I feel Barbie felt encouraged was when I suggested that share her "N2" idea with the rest of the school.  I think that was a good way to make her feel important and acknowledged in the school.  Although the conference was designed to have a formal tone, because Barbie and I know each other well, I did catch my self saying many "you know's", or sometimes even ending a phrase in mid-sentence. 

When looking at strategies to improve instruction, various points stand out.  First, during the conference, you could see the strength of the data tool I chose (purposeful observation tool). We referred to this tool on multiple occasions.  In fact, at one point I used it to suggest some more collaboration time, and Barbie asked more more information using the tool.  She seemed interested in seeing how the break down of activities and the amount of time spent on each one.  The tool definitely helped drive our conversation and gave us something to refer to when discussing different aspects of the lesson.   The other tool that was useful to discuss instructional improvements was simply, the seating chart.  Barbie had asked me for data regarding on-task/engaged behavior, and the seating chart clearly showed clusters of students who were less on-task. With this data in hand, changing seating is a very easy solution in order to find the most appropriate seating for these students. 

I also saw the importance of having a pre-conference before the observation.  We referred to this discussion often during the post conference and the information I learned during the pre-conference helped me to focus my observation on relevant aspects of the classroom.  We also discussed different things I knew about her classroom and/or the curriculum because of previous observations or other meetings we had had in the past.  I believe that is another important part of the culture of the school.  Teachers and administrators must feel able to discuss classroom/curriculum issues at any time, not just in the evaluative process.

In sum, I thought this conference, while perhaps a little informal, was a very positive, constructive session.  I learned a lot about her teaching style, and she was very exited about  opportunities to try new things.  I was very happy with how it went!

Classroom Walkthroughs

While walking through the classrooms in my school, I had one main reaction, “wow, not much has changed in the last 20 years”.  I popped into 10 classrooms and here’s what I found

·      Direct Instruction (teacher talking, kids listening)- 5/10

·      Kids working independently – 2/10

·      Discussion-  teacher led- 1/10

·      Group work-  2/10

The interesting thing about this was that this did not correlate to how the room was set up. For example, two of the five classes that had the direct instruction were set up in tables of four (which you would think would facilitate discussion or group work).  To be fair, these were quick walk-troughs and the fact that the teacher had them set up that way would indicate to me that he/she wants the kids to work in groups more often, but maybe wasn’t doing it at the exact time that I was there.  Also interesting was that the classroom discussion (led by the teacher) was set up in straight rows.  That to me didn’t seem the best way to have a room set up to facilitate discussion. 

Of the ten rooms I walked into, there was only one that really seemed differentiated and set up for cooperation.  This was a reading classroom in which they were doing guided reading.  There the teacher was working with a small group of students while rest of the class was working in centers.  This was the classroom I was most impressed with. I had heard that when you walk into a classroom, you can just tell when it feels right.  This was a good example of that.  The atmosphere was calm and quiet, there was room to work, and the students were set up in small groups in which they could talk easily and work together. 

One other point stood out to me while walking through the classrooms; accommodations for students with special needs.  Because of our AYP status, we have gotten to the point that in pretty much every classroom I walked into, there was at least two adults (a teacher and aide, two teachers, etc).  This is a great situation, but often the second adult was standing to the side, just watching the “lead teacher” do the work. There were two  exceptions to this- was in the group with the guided reading where the aide was working with a small group of students and a second classroom where the aide was redirecting students to pay attention.  

As for technology, our school is in a weird place.  We have just spent a lot of money on updated our labs and getting teachers laptops. However, the classroom computers are outdated and almost unusable.  Therefore, although there were 2-3 computers in each classroom, most were in the corner, off, and sometimes even unplugged.  There was one teacher who had a projector in his room, but the rest of the teachers were using overheads or whiteboards.  Although I think this is a problem, it is a problem that is (for the most part) out of the teachers’ hands.  Teachers do make use of the labs and try to incorporate technology into their classroom as best as they can.  One resource that is not being used is the teachers’ laptops. They see them as “theirs” even though the plan specifically called for them to be used with students as well.  They have a generic student account that could be used for students to access the internet, etc. 

         In general, I was disappointed but not surprised by the traditional (old fashioned) makeup of the classrooms.  I’m not sure what will change it, because most of the teachers in the school are younger and have been exposed to methods such as cooperative learning or centers.  I am hopeful that some of the classrooms might transform into places where more active learning occurs. 

Second Order Change

Based on your understanding of the Marzano reading, which of the 21 responsibilities and day-to-day management of a school are most necessary for second-order change? How does the complexity of second order change demand a very thoughtful and flexible administrator?



Second Order Change is defined a "deep change".  Marzano lists seven responsibilities related to this deep change, and in my opinion there are three that are the most important.

3-  Ideals/Beliefs- If this type of change is going to happen, it cannot happen superficially.  It has to happen because the leader truly believes these changes are important.  This is especially true given the losses that could occur during this change process (culture, communication, order, and input).  If the leader is willing to give up these things, he/she must truly believe that the deep change must happen.

2-  Optimizer-  Not only does the leader have to believe in the change, he/she needs to be its biggest cheerleader.  People won't follow unless someone is truly leading, and showing the reasons why this change is needed .

and, to me the most important responsibility is......

1-  Change Agent- This responsibility sums up what it means to make second order change.  The leader is taking a risk an asking others to take a risk with him/her.  It is possible that this change might not work, or even that it can make things worse.  It is also possible that the leader might ruffle some feathers in the process.  Again, if the change is worth it, the leader has to "be the sand in the oyster". 

These are just a few reasons that the administrator has to be thoughtful and flexible.  Things won't always go perfectly and if the leader gets rattled or thrown off by problems, it can lead to everyone becoming derailed.  Therefore, the leader needs to put his heart and soul (and brain) into making this happen!

Positive School Culture

This week's question asked What impact does the creation of a positive school culture have on school reform.  And I would answer by saying that a positive school culture is really probably the most important aspect in reform.  The best way to explain this is by comparing two schools I am familiar with, my husband's and mine.

My husband works in a suburban high school.  It is a large school, with a lot of pressure on the staff.  The school district has been on strike 5 times in the history of the school.  There is a lot of animosity between the teachers and the adminsitration.  Because of this, no matter what the district initiatiive is, there is a fight between the administration and staff.  When my husband comes home and tells me things the district wants to do, I can see that their ideas the match those of a PLC .  But, because of the hard feelings between the groups, it is seen as forced change and an attack on the teachers.  There is no sense of collaboration nor group goals.  Reform is very difficult there.

On the other hand, my school district's staff members just agreed to a temporary pay freeze in order to save jobs for staff members and to maintain the current offerings for students. Once the teachers agreed to that, the board made an "executive decision" to freeze the pay of all the administrators even though each of those contracts is individually negotiated.  Our district has a culture of "always doing what's best for the kids" and we all work together to do that.  That's why I believe concepts such as PLCs and other types of school reform are accepted and collaborated on by teachers.  Of course, there are desenters, but for the most part we realize that we are a team that gives our colleagues the benefit of the doubt.

In the end, it is the students who win in these types of situations.  School culture can make or break progress and reform, therefore it must be taken very seriously!