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Curriculum Implementation Philosophy

Vanessa Singh
EAD 520
10/2021/2020
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Curriculum Implementation Philosophy

In my school campus, we would start by building a positive school culture. I believe this

is one important component when building a school. As a new principal, I need to make sure the

administration team is on the same page when setting expectations for our campus. We need to

make the school a welcoming environment for any person walking in, new or veteran. Teachers

also need to feel supported by the administrators and that their concerns are taken into

consideration because teachers will work extra hard when they know they are in a school that

truly cares about them. The teachers and staff are the heart of the school, which needs to be

addressed before any plans are made. Teachers are the ones in the classroom with students more

than anyone else, and they are the ones pushing the students to the next level. Our middle school

consists of 6th-8th graders and has a total of 550 students. The students on our campus are low-

income and receive free lunches. We are a Title 1 school and receive federal funds to use for

instructional supplies.

Being a math teacher for nine years, I can say which curriculum I would like to

implement. Based on all those years of having PLC meetings, we always discussed which

programs worked and which ones didn't. In the PLC meetings, we usually always had the same

comments over one program over another. I would also like to listen to the math department on

any ideas they have on what works better. In the years I have worked as a math teacher, I loved

mentoring minds because the program was very rigorous, and students scored higher than the

year before with Clever. On the other hand, for ELAR, I would ask the teachers and district for

guidance since I don't know the subject. I have heard teachers like Istation in the past and maybe

asking them for their thoughts on the curriculum. I would do the same for History and Science

because I would not like to pick something I'm not familiar with. As far as cultural inclusiveness,
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we need to include everyone because students will notice everything and do something familiar

to them when picking any book. Students tend to be more interested when they can relate to

something. Technology is a great part of our campus; every student should have access to a

Chromebook and take it home. Both curriculums have access to students using their

Chromebook and interacting online or in their intervention classes. The vision of our school says,

"All students enjoy successful educational experiences, empowering them to make decisions

while enriching the lives in the future they create" (Alan B. Shepard, 2020). Technology is a

huge part of students today that they are so techy and learn faster with computers. We need to

support them by innovating and using technology as much as possible to keep them engaged.

Standard one, subset g states, "Effective leaders model and pursue the school's mission, vision,

and core values in all aspects of leadership" (National Policy Board for Educational Leaders

2015, pg. 9). In the past, I know that veteran teachers are not fond of technology, but I believe

when you guide teachers and help them learn how to use it, it makes a difference. On our

campus, we would offer trainings during a professional development day to teach them how to

use technology and all the different ways they can implement it.

As future administrators on any campus, I always have to remember our duties to the

whole school. We are servant leaders and need to take care of everyone and make sure our

school has high expectations to achieve student success. We empower the students to create their

future, and we need to be role models for them to look up to.

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Reference

Alan B. Shepard. [Website]. (2020). San Antonio, TX: South San Antonio ISD.
National Policy Board for Educational Administration. (2015). Professional Standards for

Educational Leaders, 9, 13. Retrieved from http://www.npbea.org/wp-

content/uploads/2017/06/Professional-Standards-for-Educational-Leaders_2015.pdf