Kelley Ouradnik

Curriculum Implementation Philosophy

EAD- 520
March 18, 2020

Curriculum Implementation and Grade

Administrators must be confident in making curriculum-related decisions. For this

assignment, I will focus on curriculum related to the elementary level in grades kindergarten

through sixth grade. A curriculum philosophy must correlate with one’s leadership philosophy.

In my leadership philosophy I wrote,

It is my responsibility to give supports and help build individuals to their highest

potential. When these relationships are built on trust and transparency, the work of
teaching and learning can begin.  As Lady Bird Johnson stated, “Children are likely to
live up to what you believe of them.” When standards are set high and individual needs
are met, there is success in the future (Ouradnik, 2019).   
It is important that curriculum is consistent, meeting state standards and aligned through

the grades. Teachers need to follow curriculum but also be empowered add his/her unique touch

to enhance lessons and meet the needs of the learners. I must have training and knowledge in the

curriculums used in the classrooms. This will allow me to have a better understanding and

ability guide when teachers have questions or concerns. As Hammond states, “the principal can

have a lasting positive impact on the implementation of a new curriculum” (2017, p 51).

Cultural Inclusiveness

It is important to be mindful of cultural inclusiveness when planning curriculum and

instruction. In the classroom, it is important to have an environment that is safe, and all students

are respected. When looking at cultural inclusiveness, it is important to look at more than

ethnicity. It is essential to examine prior knowledge and experiences (or lack of) students bring

to the classroom. Curriculum has improved over time, but teachers need professional
development to build consciousness and leaders need to monitor to ensure culturally safe

environments.

Differentiation for Learning Needs and Tiered Intervention

Teachers have a duty to help all students succeed and providing differentiation and

intervention will support that. Allen and Goddard state “education is most effective when we

treat students as individuals with different levels of readiness, learning profiles, and interests”

(2010, para 6). Involving a tiered system will allow for students to receive additional supports

when needed. Tier 1 education occurs in the classroom, where Tier 2 provides extra supports in

the areas of need. The teachers collaborate using assessments and classroom observations.

Classroom teachers and support teachers including Title I, interventionist, special education,

and/or ELL can provide supports and suggestions. Students in Tier 3 need specialized supports.

If students are not successful, the educational team will initiate the process of special education

testing. Communication and collaboration are essential in meeting the needs of all learners.

Helen Keller stated, "Alone we can do so little; together we can do so much.” I feel this quote

inspires educators and is true, starting how important it is to provide supports to all students.

Technology

Although curriculum focus is at the elementary age, technology plays an important role

as we are the feeder program to prepare for higher levels of education. When looking at the 21st

Century Skills, Larson and Miller discuss preparing students for the future. “Of even greater

importance is the need for students’ ability to use technology to research, organize, evaluate, and

communicate information. Twenty-first century teachers must carefully guide their students

within technology-rich classrooms that present more complex and diverse learning opportunities
than traditional classrooms” (2011, p 122). Technology is an important tool for teachers to

incorporate into lessons, but professional development is needed to support teachers with this

implementation. Working with leadership and technology committees and evaluating needs

assessment surveys will allow the school to meet the teachers’ needs to prepare students to be

successful with technology use.

Vision and Mission

Mission Statement
To empower individuals to succeed in a changing world.
Vision Statement
To empower students with enthusiasm for life and learning to maximize their individual talents
and gifts.

As a leader I “see all people as having the capacity to grow, take initiative, both lead and

support others and come together around a shared vision” (McGee-Cooper &

Trammell, 2013, p.6-7). Collaborating to create a safe and fair culture will support the needs of

teachers and students giving the opportunity to raise the bar on expectations. Working in a

supportive environment will allow teachers to mirror this support in the classrooms and each

lesson taught, allowing for all students to find success and prepare for the next level of learning.

References
Allan Demirsky, S., &. Goddard, Y. L. (October 2010) Differentiated Instruction and RTI: A

Natural Fit. Interventions that Work. V. 68 (2). Retrieved from:

http://www.ascd.org/publications/educational-

leadership/oct10/vol68/num02/Differentiated-Instruction-and-RTI@-A-Natural-Fit.aspx

McGee-Cooper, A. (Ed. D.) & Trammell, D. (M.Ed).  (2013) “The Essentials of Servant

Leadership: Principles in Practice”. Dallas. Ann McGee-Cooper & Associates,

Inc. http://amca.com/amca/wp-content/uploads/The-Essentials-of-Servant-Leadership-

Final.pdf 

HAMMOND, D. (2017). Are You a Game-Changer on Curriculum Implementation? Principal

Leadership, 18(3), 48–51.

Larson, L. C., & Miller, T. N. (2011). 21st CENTURY SKILLS: Prepare Students for THE

FUTURE. Kappa Delta Pi Record, 47(3), 121–123. https://doi-

org.lopes.idm.oclc.org/10.1080/00228958.2011.10516575

Ouradnik, K (2019) Leadership Philosophy. Retrieved from:

https://kelleyouradnik.weebly.com/elcc-1-vision.html