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Curriculum Implementation Philosophy

Joan E. Hammond

College of Education, Grand Canyon University

EAD-520: Strengthening Curricular Programs

to Promote Continuous School Improvement

Lisset Pickens

February 2, 2022
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Curriculum Implementation Philosophy

Philosophy: Curriculum Implementation and Grade

My school serves students in TK-4th grade. One of our expectations is the implementation

of the district adopted curriculum in every classroom with fidelity. The instruction using

curricular materials is supported through ongoing professional development for all staff involved

(Hammond, 2017). The goal of this implementation is to guide students toward mastering the

skills and knowledge listed in the Common Core grade-level standards. Committees made up of

administrators, teachers, support staff, parents and community members plan and evaluate

scheduled updates and monitor the success of each program.

Philosophy: Cultural Inclusiveness

PSEL Standard 4 includes the idea that curriculum should assist student learning and be

culturally inclusive (Reston, 2015). When evaluating new curriculum several criteria must be

satisfied. The text, pictures, and content should reflect the diversity of our students and our

surrounding community. These must be presented in an authentic manner that helps each student

feel seen and be able to make a connection with the material. There should be resources to assist

with the instruction of our English language learners to help them learn in their best way. Based

on previous data, these resources need to have a way to help our students with vocabulary

acquisition. In this way we can meet their needs to help them progress through the levels to be

able to be re-designated as a fluent learner. Each of our students needs to be provided with the

instruction that will help them to become socially and academically successful.

Philosophy: Differentiation for Learning Needs and Tiered Intervention

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Curriculum is a tool that should be used to help our students learn how to learn. An

integral part of instruction is finding out what each student needs to be able to make progress and

finding ways to meet that need (Glatthorn et. al., 2016). When evaluating and piloting new

programs, these ideas need to be accounted for. Does the curriculum have components to assist

as teachers plan to differentiate for individual students? Are there resources that can be used to

teach in small and whole group settings, with scaffolds for those that need them? Are there

opportunities for enrichment for those students who need to be challenged? Will the program and

its various components lend themselves to instruction that supports as well as enhances what is

needed by each student in the classroom (Reston, 2015)? Are there approaches for multi-tiered

student support? These should all be considered as part of the rubric that is used during selection

and piloting of any new curriculum.

Philosophy: Technology

Part of the Common Core Standards includes the concept preparing students for college

and career skills. The use of technology is one method toward achieving this goal (Francis,

2018). Many new curricular programs include digital components for staff and students. Students

can access their texts as well as activities and lessons which may be useful for review and/ or

reinforce what has been shared through teacher instruction. This was especially useful during the

recent time when it was necessary to hold virtual/ online instruction. Having access to this

technology was crucial to continuing the learning process for our students while they improved

various skills necessary for future use. Video and audio clips are also helpful to help with student

understanding and engagement. The digital resources for teachers and other support staff can be

used to assign activities online, as well as assisting with the collaboration, planning, and

assessment process for lesson integration. Technology may also be helpful for professional
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development opportunities, giving teachers additional strategies to improve their instruction

strategies (Briggs, 2018).

Philosophy: Vision and Mission

As part of our school vision, our curriculum should give each student experiences and

strategies through hands on and technological lessons to be able to work together toward the goal

of the mastery of grade level standards. We should find ways to meet the needs presented by the

demographics and diversity of the students and community we serve (Glatthorn et. al. 2016).

Any changes or updates to current programs should be analyzed with predetermined goals in

mind (Dotoli & Scanfeld, 2018). We pledge to help our students make progress with high-quality

instruction, assisted by the tools provided by carefully selected curriculum. Staff must be

provided with adequate training and opportunities for collaboration to provide the best

instruction experiences for our students (Francis, 2018). Curriculum is an important piece of

reaching our goal of staff and student success.

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References

Briggs, L. L. (2018). 7 ways to maximize professional learning: Take advantage of technology to

help teachers advance. District Administration, 54(9), 84.

Dotoli, V., & Scanfeld, V. (2018). Teacher-Driven Curriculum Development: Do your teachers

have content knowledge and an entrepreneurial spirit? Use them! Principal

Leadership, 19(2), 48–52.

Francis, J. B. (2018). Student Centered: Navigating Curriculum Selection to Maximize

Improvement. Principal Leadership, 19(2), 14–16.

Glatthorn, A. A., Jailall, J. M., & Jailall, J. K. (2016). The Principal as Curriculum Leader:

Shaping What is Taught and Tested (4th ed.). Corwin.

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

Leadership, 18(3), 48–51.

Reston, V.A. (2015). Professional Standards for Educational Leaders. National Policy Board for

Educational Administration.