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Curriculum Implementation Philosophy

Wendy Gilbert

College of Education, Grand Canyon University

EAD-520: Strengthening Curricular Programs to Promote Continuous School Improvement

Dr. John Whalen

September 28, 2022

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Curriculum Implementation Philosophy

As a future principal, I will take seriously my role as an instructional leader. My personal

philosophy for curriculum implementation reflects my priority of focusing on high quality

instruction for all students, in every classroom. As I summarize my philosophy, I will focus on

curriculum implementation, cultural inclusiveness, differentiation and interventions, technology,

and the connection of curriculum implementation to my school’s mission and vision.

Curriculum Implementation and Grade

My goal is to be the building principal at Desert View Intermediate School. My school

serves students in third through fifth grade. All classrooms will need to access a research-based

math, reading, science, and social-emotional learning (SEL) curriculum. The reading curriculum

should also support writing and social studies standards. Third grade classes will need a high-

quality phonics program. As an instructional leader, I will review each of the curricular resources

to make sure that each of them aligns with state standards and the level of rigor on the state

assessments. I will ensure that each resource is approved by Every Student Succeeds Act

(ESSA). I am a proponent of Universal Design for Learning (UDL), which is, “a curriculum-

development framework based on flexible, adaptive, instructional approaches that can be

customized and adjusted to address the learning needs of individual students,” (Glatthorn et al,

2017, p. 48). I believe that reading curriculum should contain a balance of fiction and non-fiction

texts, and math curriculum should focus on number sense while teaching skills in a variety of

ways.

Cultural Inclusiveness
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Ensuring that resources are culturally inclusive is a high priority when determining the

curricula which will be implemented at my school. Students should be able to see themselves in

the resources that are used in the classroom. Texts and pictures should reflect voices from all

students’ cultures. Besides building confidence and relevance as students can relate to the

resources presented in the classroom, “An inclusive curriculum helps students understand

different perspectives and build empathy,” (WWU, 2021). The curriculum should allow students

to be exposed to various cultures and backgrounds, but not elevate one over another. Multiple

perspectives should be encouraged and supported by discourse in the classroom.

Differentiation and Tiered Interventions

The available resources should meet the needs of all students at the school. In addition to

teaching all students grade level standards from the adopted curriculum, teachers should be able

to pull from approved resources to address the diverse needs of all learners in the classroom

through small group instruction. Some of these differentiated materials should include supports

for English Language Learners (ELL), texts at a variety of reading levels, and scaffolded

resources for number sense and math.

It is important to be equally intentional in implementing Tier 2 and Tier 3 resources.

Students should receive Tier 2 intervention services if they are not testing at proficient levels on

benchmark assessments. Resources should be targeted to meet specific needs at targeted skill

deficits. Students who qualify for special education services (Tier 3) should receive support

based on their specific learning goals. Both Tier 2 and Tier 3 materials should supplement the

Tier 1 curriculum and should provide additional background information and skill-based support

to help students to be successful in the general education setting.

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Tiered resources should also be available to meet the social-emotional needs of all

students. Students should receive Tier 1 SES instruction in the general education setting. Those

who have referral data to show that they need additional support should receive Tier 2 and 3

supports from the school counselor, behavioral interventionist, or special education provider.

Technology

Core curriculum materials should be provided on paper. According to studies that have

assessed students’ reading comprehension on screens versus paper, “students of all ages, from

elementary school to college, tend to absorb more when they’re reading on paper than on

screens, particularly when it comes to nonfiction material,” (Barshay, 2019). However, being

intentional in using technology is beneficial. Students are exposed to phones and tablets at home

but should be expected to use laptops at school as they type and organize assignments.

Technology should be a tool that is used to help facilitate differentiated instruction, to organize

assignments and resources, and to allow students to access the curriculum at their own

instructional level. Using technology in this way helps students to gain vital 21st century skills.

Programs that are accessed online should be vetted for quality of content and reliability of

skills practice. Teachers should utilize these resources as part of their small group instruction

plans. Technology should never be expected to replace a classroom teacher in delivering new

learning.

Vision and Mission

All decisions should reflect the mission and vision of the school. A school’s curriculum

and resources are some of the largest investments, so they must be in direct alignment with the

priorities of the school.

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The mission of Desert View Intermediate School is, “We are committed to providing a

safe, well-rounded experience that motivates, challenges, and supports all students academically,

socially, and emotionally,” (PUSD, 2022). Having resources in all content areas will help to

support a well-rounded experience. Making sure that there are materials to help facilitate

differentiation and tiered intervention supports will make sure that all students are motivated,

challenged, and supported.

The school’s vision is, “Desert View Bobcats are self-motivated, lifelong learners who

strive to be responsible and productive global citizens through creative problem solving and by

advocating for themselves and others,” (PUSD, 2022). Prioritizing student-centered instruction

will help facilitate a culture where all learners are self-motivated, responsible, and creative

problem-solvers. Having a curriculum for social-emotional learning will help students learn to be

productive global citizens and develop skills of self-advocacy.

By taking the time to select the right curriculum, instructional leaders can be sure that

students are provided access to grade-level standards at the appropriate level of rigor. Teachers

who have access to high-quality resources have more time to focus on instructional practices and

meeting the needs of all learners. As a transformational leader, I will include teachers and all

stakeholders in the curriculum adoption process. I will be transparent in my reasons for making

decisions regarding the adoption of resources used at our school. Most importantly, I will make

sure that all stakeholders prioritize student achievement and the fulfillment of our mission and

vision as we select the curricula that will help teach our students.
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References

Barshay, Jill. (2019, August 12). Evidence increases for reading on paper instead of screens.

The Hechinger Report. https://hechingerreport.org/evidence-increases-for-reading-on-

paper-instead-of-screens/

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

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

Page Unified School District. (2022). Desert View Intermediate School. About.

https://dv.pageud.org/about .

William Woods University. (2021, July 15). The value of creating a culturally responsive

curriculum for diverse student populations.

https://education-blog.williamwoods.edu/2021/07/creating-culturally-responsive-

curriculum-for-diverse-student-population/