Curriculum Development Cycle: Introduction & Exploration Stage

Curriculum Development Cycle

The next series of posts are designed to provide an example of an organizational approach to the curriculum development cycle for a K-12 school system.  Embedded within the posts are graphic representations of the curriculum cycle listed by phase name:

• Exploration
• Installation
• Implementation
• Fidelity & Innovation

The entire graphic representation will be posted at the conclusion of the series.

Exploration Stage

            The exploration stage of the curriculum development cycle is considered the learning stage.  It is during this stage that the institution gathers information, defines critical components of change, and identifies how change aligns with the institution’s vision and mission.  It includes conducting a needs assessment (Wiles, 2009), aligning the educational philosophy, and investigation into either the process of program identification or curriculum development.  Each phase within the exploration stage includes a specific purpose, targeted activities to be completed, and an outcome product.  Participant involvement and authority are also important factors to define within the exploration stage.

Participant membership for each phase consists of a combination of central office staff and school specific personnel, interested board members, and interested community members.  School system employees are aware of their responsibilities with respect to their job descriptions upon hire.  Interested board members and community members are invited to submit their names and curriculum phase interests to the curriculum director, who then chooses participants randomly at a pre-determined annual school board meeting.  Board and community members are notified of their selection by letter and phone.  The use of a predetermined method of choosing board and community members for participation based on a random selection process reduces potential political concerns and provides for a fair representation of community interest and viewpoints.

Conduct a Needs Assessment

Participants	Activities	Product
·   Curriculum director ·   Special education director ·   School level curriculum specialist ·   School level special education coordinator ·   One-Three School board members ·   One-Three community members	·   Using data sources that include State Testing scores, School Report Card results, Local Data, School Perception Information, and Title I AMO Reports identify school strengths, opportunities for improvement, and any missing data for future consideration ·   Identify to what extent if any current curriculum or programs need improvement or removal	·   Provide an organized list of findings as the basis for understanding the school and identifying priority areas for improvement ·   Based on the analysis conducted clearly document 3-5 priorities that emerge for the school regarding curriculum, instruction, and assessment

Align Educational Philosophy

Participants	Activities	Product
·   Curriculum director ·   Special education director ·   School Administration ·   One-Three School board members ·   One-Three community members	·   Ensure that the department vision and mission statements are concise and meaningful (Lucas, 1998; James, 2007) ·   Prepare both statements for application and use throughout the curriculum process	·   Provide a clear vision and mission statement ·   Clarify which educational philosophy best aligns with the vision and mission statement

Program Identification – Curriculum Development

Participants	Activities	Product
·   Curriculum director ·   Special education director ·   School administration ·   School level curriculum specialist ·   School level special education coordinator ·   One-Three School board members ·   One-Three community members	·   Using information from the needs assessment and alignment of the educational philosophy determine whether or not the program cycle should move forward in creating a curriculum program within the county or investigate marketed programs from various publishers	·   Formal recommendation based on the needs assessment findings and alignment of educational philosophy as to a decision to either create a curriculum within the county or investigate a marketed program ·   Must provide justification for the decision

References

James, D. (March 2007). Well-defined vision statement key to effective leadership. Crain’s Cleavland Business, 28(10), 16.

Lucas, J. (1998, February). Anatomy of a vision statement. Management Review, 87(2), 22-27.

Wiles, J. (2009). Leading curriculum development. Thousand Oaks, CA: Corwin Press Inc.

Curriculum Theory Synopsis: Constructivist Curriculum Theory

Constructivist Curriculum Theory

The constructivist theory became predominantly prevalent within curriculum and instruction that was implemented in the early 1990’s (Gredler, 2009). In what seemed to be a resurgence of the application of the progressive theory that included a heavy focus on the development of the individual and the construction of knowledge through experience and discovery (Parkay, Anctil, & Hass, 2010), the constructivist curriculum theory shares many of the same proponents of the experiential approach including, Piaget, Vygotsky, Dewey, Glaserfeld, and Bruner.

The constructivist curriculum theory views learning and knowledge as an organization of ones own experiences that occurs in the mind of the individual. The individual’s experience can be influenced either by personal conflict and reflection or by the influence of a common society that interacts together through shared relations (Gredler, 2009). The teacher in this model is charged with facilitating learning for students through methods that include structured prompts and questioning as applied in such curriculums as whole language, literacy-based instruction, directed discovery, and cognitively guided instruction (Harris & Graham, 1994).

Discussion about the current influence that the constructivist curriculum theory has had on curriculum is mixed. Those committed to mounting a resurgence of the theory argue that as of the result of the No Child Left Behind Act of 2002 and a back to basics approach to education that constructivism has not had its fair shot (Gibboney, 2006). Others however, continue to provide irrefutable evidence showing that the effects that constructivist based curriculums have had on student academic performance speak loud enough as to the reason why the approach should not be applied within educational institutions (Hattie, 2009).

References

Gibboney, R. A. (2006, October). Intelligence by Design: Thorndike versus Dewey. Phi Delta Kappan, 88(2), 170-172.

Gredler, M. (2009). Learning and instruction: Theory into practice (6th ed.). Upper Saddler River, NJ: Merrill Pearson.

Harris, K. R., & Graham, S. (1994). Constructivism: Principles, paradigms, and integration. The Journal of Special Education, 28(3), 233-247.

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge Publishing.

Parkay, F. W., Anctil, E. J., & Hass, G. (2010). Curriculum leadership: Readings for developing quality educational programs (9th ed.). New York, NY: Allyn & Bacon.

National Junior Honor Society: A Message to Students

I was recently invited to speak at the National Junior Honor Society Induction Ceremony for scholars at Rocky Mount Preparatory located in Rocky Mount, North Carolina.  Having met with parents, guests, and scholars throughout the evening, I was encouraged to post my remarks.

NJHS Induction Ceremony:

Good Evening,

I am both honored and flattered to have been invited to speak for this remarkable occasion.

As I look upon our scholars and guests this evening I recognize that many of you may not yet have had an opportunity to meet me.

My name is Dr. Todd Forgette and as of July of 2013 I joined the Rocky Mount Prep. team as the Chief Academic Officer. Prior to joining Rocky Mount Prep. I have had the opportunity to consult in both the U.S. and U.K. educational systems. I have taught and consulted at every grade level from Pre-Kindergarten and Head Start through 12th grade. I have worked with adults focused on continued learning and adults working toward GED completion. I have served as a professor at Longwood University’s College of Education in Virginia.

While I have had many experiences with scholars and life long learners, an aspect of the learning process that I wish to share with you tonight revolves around choice. In education, in many instances there is a heavy emphasis on curriculum instruction and assessment. What tends to be overlooked at times is individual scholar choice and how the choices that scholars make truly impact their education and their lives. It is this point that I wish to expand upon this evening.

This evening we celebrate the choices and sometimes sacrifices that you have made. This is important because what you should be proud of is not the honor of being inducted into the National Junior Honor Society itself, but the distinct decisions that you have made to earn this honor. Your academic prowess, your compassion to serve others, your aspiration to lead, and the righteousness with which you choose to conduct yourself are the areas in which you have made the choices for which we honor you tonight. You, your parents, and your guests should be most proud of the result of these choices.

Brodi Ashton, the Author of the Everneath series wrote, “Heroes are made by the paths they choose, not the powers they are graced with.” Your choices and the paths you have chosen indicate that each of you embodies the virtue of a hero.

The Heroic Imagination Project defines heroes as “people who transform compassion into heroic action. In doing so, they put their best selves forward in service to humanity. A hero is an individual or a network of people that take action on behalf of others in need, or in defense of integrity or a moral cause.”  The core of this definition revolves around the priority of taking action. My point in sharing this is to encourage you all to remember that while induction into the National Junior Honor Society solidifies the choices that you have made up to this point - it brings with it a greater responsibility and challenge for you now to continue to take action to exemplify what it means to be a member of the National Junior Honor Society.

As part of the ceremony tonight you will make a pledge that includes the phrases, to maintain..., to endeavor..., to be..., to give..., and to hold... These phrases are commitments to actions. Actions that when engaged in voluntarily, that are conducted in service to others, that involve risk to comfort or social status, and that are initiated without the expectation of recognition - result in heroism. While it would be easier to slide through life without purpose, without challenge, without commitment - it would be neither fulfilling nor heroic. Let tonight be empowering... let yourself be empowered by the opportunity to commit to action, to be a hero.

Induction into to the National Junior Honor Society is an indication that you have achieved exemplary performance in scholarship, service, leadership, and character. In doing so, you have begun to pave a path which when carefully navigated will prepare you for your future. I congratulate you all as you join this prestigious group. You are an inspiration and remember, a hero doesn’t need to be undefeated, but they must remain undaunted in their pursuits (A. Bernstein).