What we think about schools:
The truth about schools ... (based on Fenwick English research)
The Reality:
"When the door is shut and nobody else is around, the classroom teacher can select and teach just about any curriculum he or she decides is appropriate". (Fenwick English)
Types of Curriculum:
Achievement Gap:
What causes the achievement gap?
* Improper implementation of the alignment. Every student should be exposed to the curriculum that is in alignment.
How do we close the achievement gap?
* Align the curriculum properly - system alignment
* Leadership at all levels of organization (including the classroom)
Design - this is the central office's function
Each teacher in each classroom is a potential random variable. For a teacher to have too much autonomy over the design will lead to complete independence and disorientation. The teaching has to be aligned to the testing.
* Improper implementation of the alignment. Every student should be exposed to the curriculum that is in alignment.
How do we close the achievement gap?
* Align the curriculum properly - system alignment
* Leadership at all levels of organization (including the classroom)
Design - this is the central office's function
Each teacher in each classroom is a potential random variable. For a teacher to have too much autonomy over the design will lead to complete independence and disorientation. The teaching has to be aligned to the testing.
Types of the curriculum:
The intended (written) curriculum - content specified by the state, district, or school to be addressed in a particular course or at a particular grade level
The implemented (taught) curriculum - content actually delivered by the teacher
The attained curriculum - content actually learned by students
The tested curriculum - content that will be tested
Turner, J. R. (2003). Ensuring what is tested is taught: Curriculum coherence and alignment Educational Research Service,
- What do we want students to know? – written
- How are we going to know if they learned it – tested
- What we do to ensure so students are prepared for assessment – teaching
The implemented (taught) curriculum - content actually delivered by the teacher
The attained curriculum - content actually learned by students
The tested curriculum - content that will be tested
Turner, J. R. (2003). Ensuring what is tested is taught: Curriculum coherence and alignment Educational Research Service,
- What do we want students to know? – written
- How are we going to know if they learned it – tested
- What we do to ensure so students are prepared for assessment – teaching
Backloading and Frontloading
Backloading – test first and then back load the standards on
Frontloading – write the standards and then test (Texas)
Frontloading – write the standards and then test (Texas)
Vertical and Horizontal Alignment
Teaching Teachers
Teaching is both art and science. It is possible to teach the science of teaching and the teachers will have to develop the artistry.
- We teach the teachers the science of it
- They have to develop the artistry themselves
- We teach the teachers the science of it
- They have to develop the artistry themselves
Quality Control
Quality control - removing all possibilities of random variation so you can have an optimum performance which is defined by target value
Examples of Randomness:
- Each individual teacher buys material and doesn't share
- Individual teachers designing their own curriculum
- Guessing
- Individual teachers designing their own curriculum
- Guessing
Ideas:
- Teachers need direction on how to teach
- Lead standards as well as supporting standards must be bundled and taught
- We want to teach to the test; we want to teach beyond the test
- Reduce random variation at all cost. It is the enemy.
- Teachers are not independent contractors. They have to teach the curriculum.
- Principals' job:
*Past: Building Manager
*Present: Instructional (teaching + curriculum) Leader /It is becoming the job of the teacher/
*Future: Pedagogy-centered Leader
- Lead standards as well as supporting standards must be bundled and taught
- We want to teach to the test; we want to teach beyond the test
- Reduce random variation at all cost. It is the enemy.
- Teachers are not independent contractors. They have to teach the curriculum.
- Principals' job:
*Past: Building Manager
*Present: Instructional (teaching + curriculum) Leader /It is becoming the job of the teacher/
*Future: Pedagogy-centered Leader