Today, I was part of a conversation with administrators about what it means to implement a curriculum with "fidelity". We use the term and read about it, but what does it look and sound like when it is being done? Many questions surfaced in our conversation as we began to realize the importance of engaging teachers during initial implementation in this conversation. The parallel question also surfaced; What does it mean when teachers are provided the opportunity to "personalize" the curriculum?
These are important questions because of the work we are doing with curriculum development and because of what we are asking teachers to do. The units we are writing are not always openly embraced by all teachers, especially those that have had autonomy for many years with the content of units and lessons. It is a significant change of practice that emphasizes the need for us to focus on what we know about the change process as we balance high demand with high support.
We must find ways for all staff to make the connection between Classroom 10 learning and the units that are being developed. The units are not being done because we are on a curriculum cycle, because our data suggest poor student achievement, or because our observations suggest poor instructional practice. They are being done to ensure that young people are given the opportunity in all classrooms to acquire the knowledge and skills embedded in our Classroom 10 initiative. Consistency is critical as we begin this initiative as is the need for collaborative work environments as we implement and refine the vehicles we use that enable young people to gain the knowledge and skills necessary for success in the world they find post high school. Over time, we may find that the definitions of "fidelity" and "personalize" may change, but initially it means teaching the lessons as written with a focus on skill acquisition through process based learning opportunities.
Any thoughts on how to support making this connection and creating a sense of urgency for all as we make this change over time?
2 comments:
I think the question about an implemented curriculum is pretty simple: if Classroom 10 is supposed to emphasize skills and using content as a vehicle to teach skills, why is there a sudden emphasis on standardized content? Our department has had a hard time dealing with this issue simply because we had documentation outlining the specific content skills, thinking skills, and habits of mind that would be covered in each unit. Now we are being told that what we created isn't adequate and now someone else is writing a curriculum that we will be expected to use. Furthermore, when you say that "They are being done to ensure that young people are given the opportunity in all classrooms to acquire the knowledge and skills embedded in our Classroom 10 initiative," that seems to imply that the teachers who are currently writing their own lessons are proving themselves to be less than competent. That the 4 years of undergraduate education, the teacher education programs, the graduate educations are still inadequate training for teachers, so someone else has to be in charge of their curriculum. Essentially, you've implied to teachers that we don't know what we're doing.
When teachers complain about not being treated as professionals, this is the sort of mentality that gives credence to those complaints.
I completely agree with what Kevin has said. I feel very fortunate to be teaching an elective subject where I feel trusted to write and teach my own curriculum on my own standards. The AP college board provides course objectives to teachers, but does not dictates how each objective must be taught. Incidentally the college board is currently researching and developing a curriculum that will be provided to teachers as an option for teaching the objectives, but to my knowledge is not being mandated.
I think saying "What does it mean when teachers are provided the opportunity to "personalize" the curriculum?" is approaching the situation from entirely the wrong angle. Instead we should be asking "What does it mean to provide teachers with resources for enhancing their curriculum to meet the needs of young people? How can we integrate these units into a teacher's curriculum and personalize the units to meet the teacher's needs?"
I am currently taking a masters class on Organizational Change and in the notes I was just reading less than an hour ago I read:
KANTER'S FIVE TOOLS ON MOTIVATION
"1. Mission: Try to give people a sense of importance, pride and purpose in their work.
2. Agenda Control: Give them more control over their own activities.
3. Share of Value Creation: Give people a piece of the action.
4. Learning: A chance to learn new skills is welcome in today's turbulent environment.
5. Reputation: Help them build reputations, and you motivate them."
Reference: Kanter, R.M. (1989). The New Managerial Work. Harvard Business Review.
I would imagine that from a teacher-asked-to-use-these-curriculum-units's perspective the wouldn't see T&L's mission as giving them importance or pride (confirmed by Kevin's account). Additionally, the agenda control is taking away each teacher's control over their curriculum, and teachers are not being empowered to take action on their own. Teacher's aren't being given the opportunity to enhance their own skills but instead are being asked to use someone's skills, and teacher's reputations are being broken down not built up.
Terry is doing a wonderful job at the high school providing teachers with the opportunity to enhance their own skills by tweaking current lessons we teach to meet the Classroom 10 model. In my department at least, I feel like teachers are being empowered to build their reputations and take control of their lessons by taking action to purposefully infuse classroom 10 practices in their teaching. Sure some teacher don't like being asked to change the way they teach or being asked to "prove" that they are meeting these standards, but I feel like the process of doing so opens our eyes as educators as to what we are doing well as well as what we could improve on. Doing the tuning protocol also allows us to get feedback on ways to improve our lessons as well as a nice pat on the shoulder for what efforts we are making.
I think I' writing too much, so I'll stop now.
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