Monday, October 6, 2008
Chapter 7
In this chapter it is stated that curriculum planners must attend to the needs of students and society. Given the Virginia Standards of Learning and the specific details of these content standards how can a school administrator develop curriculum that meets the needs of students and society?
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I feel that the Standards of Learning are just a basis for what we teach. How it is taught is up to the teacher and the school.I think you have to look at the standards, the students, and the community to see at what pace and how said standards will be taught. As an administrator you have to look at where your students are coming from, and if you send homework home will it be completed or will you never see the textbook again? I feel that administrators not only have to look at the society and the students, but they need to be in communication with the teachers to give information and receieve information that teachers receive in the classroom. In this case the administrators and the teachers have to work together to meet the needs of all students plus meet the Standards.
I think we are in a point in our standards based tested curriculum that it makes sense to include the SOLs as part of that planning and design. By no means do the SOLs have to drive the curriculum, but a school administrator can pay attention to the all levels of student's needs (human, national, region, state, community, school and individual) to make good curriculum decisions. Its important to build a curriculum that is well balanced and meets the needs of all of the above.
The school administrator helps educators create their school curriculums. My principal calls meetings for all members of the department to collaboratively develop the curriculum. At the last meeting we aligned all SOL's with our textbook. Thankfully we adopted texts that are Virginia editions. The teachers in my department may not have agreed on everything, but we were able to develop a pacing guide that would implement all Standards. My principal wanted to make sure that we were teaching all of the Standards at approximately the same time. By aligning our curriculum with the Standards we are addressing the student's needs of society. Basically, what/how will our students use their educational experience in the world outside of the classroom?
Although not in every content area, the Standards of Learning are often aligned with the needs of the students and society. Therefore, I feel it falls in line with the curriculum developed at the school level. I believe each school continues to meet the needs of students based on societal need and Standards of Learning needs. Classrooms often combine strategies of the two to make the learning experience meaningful and community based. Administrators seek input from a variety of sources such as business leaders, parents, seniors of the community, students and teachers to determine what needs are or are not being met in the school curriculum and integrates Standards into existing curriculum or develop new curriculum to include cummunity needs and Standards.
Our county has pacing guides that all grade levels have to follow. I think that at times they are a really good device so that all students recieve the same instruction across the county. In our particular county it seems that there is a lot of movement between elementary schools. At other times I feel that the pacing guides and 9 weeks benchmark test are pushing to fast. Depending on a particular cohort of students I would like to slow down and can't because of the requirerments placed apond me by the pacing quides. In reality we teach 8 weeks and assess the last week. The assessments are valid and allow me to see the need for remediation before the end of the year. Many teachers in our building feel that there is not enough time and wish the days were a little longer. Of course many disagree. As long as we have NCLB I feel we are stuck in this fast pace sytle of instruction.
I feel the SOL's are a blueprint for what is to be taught and that we as teachers must fill in the rest with how we feel best meets the needs or reaches our students. I think each county has its own identity/culture and sometimes that is lost in the process of keeping up with what "society" wants as a nation. I feel as an administrator, you have to know your community, its culture, and what is expected from its stakeholders. True, some communitties/ school culture may seemed to be ignored by the Standards but, it is your job as an administrator to mesh everything togther to make it work. Total collaboration between the school, students, parents, and community is a must to build a curriculum that meets the needs of all involved while satisfying the Standards of Learning.
Clay Moran
The SOLs are a broad base of what needs to be taught. There are many creative ways to instructionally meet the needs of students. The curriculum can also be added to and expanded upon. In math in particular I add many real life examples of a variety of strands to meet the students needs for now and the future. A principal can oversee that departments are using the SOLs as a guide, but meeting the needs of our students by going beyond the standards.
First, the administrator must understand that the SOL's form the framework from which we begin the process of curriculum needs and assessment. From the readings in chapter 7, we see that curriculum development is much more than a framework. It is a prescriptive approach to providing for the needs and interests of each child within the learning community. The needs and interests of the whole have a direct correlation to that of the individual student.
Due to NCLB, as a society we are in a point that we are focused on a standards based tested curriculum. However, the SOLs are just a basis for our curriculum. There are opportunities differentiate the curriculum based on the needs and interests of the students to expand on the SOLs. This alignment with the SOLs directly addresses the societal aspects of curriculum alignment. I also agree that pacing guides help to ensure that students receive the same instruction across the county. If a student moves within the county, they should be able to pick right back up at the same point at their new school.
Standards of Learning were not meant to be the upper limit of what we accomplish. However, in many cases these standards have become the curriculum of the school. I feel that most principals will certainly recognize that their students need far more than just the SOLs. The SOLs must be taught as is required by law. However, I agree with others here that the SOLs are a general broad set of standards and that local divisions have a greater responsibility than simply covering these minimum standards.
I really like Anita's statement, "I believe each school continues to meet the needs of students based on societal needs... " We must follow the SOLs, but every community must look at the needs of their students when determining curriculum. Southwest VA will have different societal needs than NOVA or Tidewater, and as educational leaders we must recognize the needs of OUR community. I'm a big believer in meeting the physical and emotional needs of our students, each school must have someone who takes the lead on this. If those needs of students -especially those who are disadvantaged or have other stressful issues going on - are not met, then learning will not take place for those students. This is partially a curiculum issue, but also a big picture issue which we must address in order to promote the success of every child.
Th school adinistrator either creates or helps create the schools curriculum. A principal can oversee that departments are using the SOLs as a guide, but meeting the needs of our students by going beyond the SOL's.
SOL's would help to align the curriculum. Not necessarily drive the curriculum but align with it. I also agree with Rob and Anita. The needs of students here are different from those in other areas therefore it would make sense for our curriculums to be somewhat different.
I have to say that I also really agree with christy "A principal can oversee that departments are using the SOLs as a guide, but meeting the needs of our students by going beyond the standards." I totally agree with this especially after reading chapter 7.
It is important for administrators, teachers, curriculum supervisors to work collaboratively to develop a curriculum that meets the needs of the students. This curriculum should also meet the needs of the community (society). The standards of learning should act as a springboard for learning. They are used to guide the curriculum. It is important to gather information about the needs of the students and formulate a curriculum that meets students where they are. It is the varied levels of instruction that will help to reach each and every student. A collaborative effort will ensure that all needs are met.
The Standards of Learning constitute the state’s minimum expectations of our students. The real test is how our students are able to transfer and apply what they learn in the classroom to other situations in life. In order to do that, we must design and implement a curriculum that utilizes instructional modes that develop and encourage higher level thinking skills. The "what" has been dictated, but it up to us to expand on those expectations and then determine "how" our objectives are to be accomplished. To do this, all levels of educators must study the needs of the learners, the society in which they live, and the content and then collaborate to design and implement a curriculum which addresses the needs of all represented.
The Standards of Learning offer a framework by which schools can begin to develop and design their curriculum. Administrators may still incorporate student and societal needs when determining which goals and objectives are essential for their school. The SOL's do not mean that they cannot continue to offer creative means when developing instructional strategies.
One could broadly say that a significant need of any student in the state of Virginia is to pass the SOL tests. It is the responsibility of the school administrator to insure that their school's curriculum is aligned with the SOL's and that the instructional program adequately prepares students. Since SOL's are the minimum, the school administrator must work to assess the needs of his/her students and provide opportunities for enrichment that reach beyond the basics and attends to the needs of students at all levels.
The standards of learning give us a good starting point in assisting students to learn the most, however as others have stated, the standards are a starting point. It should not be the endpoint. We each have to look at the individual needs of our communities and the students we have and give them appropriate resources needed to achieve to their highest level. As administrators we need to be a part of the curriculum process so that we can help our students succeed to the utmost of their individual abilities. As Clay said, we must consider our individual communities so that we can mesh our individual community needs and cultures with the standards the state have given us to go by.
The SOL, as mandated by Virginia, serve as a framework on which additional needs can be added to fit the population being served. Just as SPED teachers limit and modify what is taught in a resource setting in alignment with the test blueprints, gen ed teachers modify what is taught with modes of enrichment. An administrator must ensure all teachers have the resources and assistance to modify as needed.
I agree with Loren that the SOL should just be the minimum for what we teach. However, the state standards have become such a driving curricular force that, in many schools, it’s hard to tell the difference between the SOL and any local curriculum. As our group talked about in our case study for Chapter 5, until a school can consistently meet the minimum state standards, it is very difficult to develop a more expansive local curriculum.
Administrators must first "get their houses in order" in terms of the SOL, and then they can begin to work with teachers and their larger school community to identify the needs of their specific student population. Even though this is clearly an instructional issue, this aspect of curriculum development seems to fall more under the visioning components of ISLLC #1.
I think many teachers and curriculum planners feel burdended by the SOLs, but they are designed to be the minimum content addressed in the classroom. There is still lots of room to add creativity and local flare to the division's curriculum. As an instructional leader, a school administrator will need to be in tune to the needs of the neighborhood and community and implement strategies that meet those needs.
I feel that the Standards of Learning are the framework for what must be taught and are the minimum expectation. The school curriculum should coincide/align with the standards but administrators could and should incorporate some creativity into their own school's curriculum to account for student and societal needs.
I may be cynical, but I think that the SOL's ARE the curriculum for the state of Virginia (at least in those cources that have a SOL end of course test). Plus I believe that anyone that does not teach to the SOLs may be making a huge mistake, especially if their students do not pass the SOL end of course test.
I have seen several teachers (reprimand is too strong a word) who were "asked" to revisit their teaching curriculum when their students did poorly on the state assessment.
It is nice that we believe that we can set our won curricula, but the state already has mandated much of what the studnets will learn.
The SOLs provide a base for a curriculum and works to drive the instructional path. The standards should not be the bare minimum taught or prohibit other appropriate information being taught.
A school administrator needs to be informed of the needs of the student population before curriculum development can be fully effective. As teachers use the standards for instruction the administrator should evaluate the use of such and evaluate how students' needs are met.
Curriculum workers should align themselves with community members who view themselves as educational stakeholders. Open communication with community leaders can help to identify economic trends that are often unseen by educators. Community members can start with the Va Standards of Learning and adapt or add additional benchmarks to address concern within their own community.
I agree with much of what John has said. The SOLs do seem like a state curriculum. However, I think that a strong administrator will also include the needs of the students, community,etc. in the curriulum for the school. The state SOLs do outline the minimum to be taught, but they don't dictate that we can't provide our students with the other things they need.
The SOL's are very specific and are the minimum standard all students are required to meet. Curricilum planners must balance the requirements of these standards with the need/strenghts of the community. Planners must create a system to balance the two in a symbiotic realtionship that allows success to flourish.
I agree with most of the posts saying that the Standards of Learning are in essence the curriculum of Virginia official or otherwise. It is the job of the administrator to assure teachers that the SOLs are the minimum standard required by the state and that they need to utilize their resources to meet the needs of all their students and not just teach to that minimum standard. An administrator also has the responsibility to meet the needs of the student and society. If the administrator is at the high school level he should incorporate work release programs into the schools curriculum as well as college prep classes. This would allow students to learn on the job skills or if they are heading to college teach them the skills necessary to succeed.
Looking at this chapter, even with the constraints of local and state requirements, a school administrator still must look at curriculum and students to determine what interventions need to occur so that student can be successful. It is my opinion that the SOLs do form the basic curriculum and the methods and strategies implemented to teach them allow staff/students freedom. As an administrator, it is the responsibility to monitor these methods and strategies to ensure that they are occurring in an environment conducive for learning, moral development and social development.
I, like everyone else, agree that the Virginia Standards of Learning are the basis for what we "have" to teach. If schools don't meet the standards there are consequences and the role of the administrator is to make sure those standards are met. At the same time it is important to meet the needs of all students. Some students need to be challenged more than others, and some need more remediation. Teachers and administrators must work together to meet the needs of all of those students. All stakeholders must be a part of creating that curriculum and all must be held accountable.
I agree with Patricia that this style is very "fast paced" and hard to accomplish because it takes more effort and unfortunatly more time. Hopefully as we get used to this process, we will be able to integrate this challenge more effectively.
With the teachers, a school administrator can develop curriculum that meets the needs of its students and society. Although I agree with Jonathan, that a school must meet the minimun before creating a more expansive curriculum, schools can take the existing SOL's and relate them to concepts the children in their school can comprehend. Or technology, hands on expereinces and field trips could be incorporated to access greater interest levels from the students. Using the students's interests and correlating them somehow with the given curriculum, the needs of the students, society and SOL's can be met.
I think that the SOLs are a framework of what we need to teach our students. I think that how we, as administrators, approach how our teachers are teaching and how this relates to society will differ from school to school and school district to school district. As an administrator, you have to know your school, your teachers, your students, and your community. Once you have a handle on this knowledge, then you can instruct students successfully using the SOLs.
I do not believe that the Standards of Learning inhibit schools from achieving academic success. They help to ensure that the students are being taught concepts that are relevant to their future. As an educational leader you can help to promote the teaching of concepts not just facts to enable your students to become independent thinkers. You can also ensure that your school, while adhering to the Standards, does not become one that is solely focused on teaching to the test. No matter what is taught it is your responsibility to ensure that the material is presented in the best research-driven way to "promote the success of all students."
I believe that the SOL's are a minimum for what is to be taught in the classroom. A school administrator must then take into account the needs of the students in their particular school and the needs of the community that surrounds them, in order to plan and implement curriculum that is most appropriate for those students.
They must also listen to what their teachers are saying about how the curriculum is being implemented in their classrooms and how students are responding to it.
The standards of learning are blueprints for what should be taught. They are by no means all that should be taught. The instructional strategies and content enhancement are examples of how a school administator can participate in the curriculum process to meet the needs of students and society.
I agree the SOL's are the minimum requirement. Jonathan was correct when he said until school leaders have their students passing the SOL's in all areas, it is difficult to focus outside of the Curriculum framework aligned with state standards. Good teachers are still incorporating more knowledge in motivating ways for students. That is why hiring good teachers is so important!
As many of you have stated, SOL's drive our curriculum today and we're given pacing guides to make sure we're covering everything. While we can't ignore the SOL's, our job as an administrator is to assure that what is being taught is being covered in depth enough to take students to a higher level of learning. Students need to become problem solvers and apply their learning to real life and as an administrator I need to make sure my teachers are meeting their students' needs.
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