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Curriculum Implementation Philosophy

Taylor Payne

College Name, Grand Canyon University

EAD-520: Strengthening Curricular Programs to Promote Continuous Improvement

Professor Michael Lichucki

1/31/2024
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Personal Philosophy on Curriculum Implementation

In shaping a curriculum that is Christ-centered and focused on character development,

servant leadership, and academic success, my personal philosophy revolves around creating a

nurturing and holistic educational experience. This philosophy is deeply rooted in the values of

love, compassion, and service, guided by the teachings of Christ, and aimed at fostering not only

academic excellence but also the development of strong character and servant leaders.

Inclusiveness:

My future school will cater to the 9th-12th school grade range, encompassing the crucial

transitional years of early adolescence. Recognizing the significance of this developmental stage,

my curriculum philosophy places a strong emphasis on cultural inclusiveness. The curriculum

will be a reflection of diverse perspectives, ensuring that students see themselves represented and

encouraging a sense of belonging. Culturally responsive teaching practices will be embedded in

all aspects of instruction, allowing students to connect their learning experiences to their cultural

backgrounds.

Differentiating Learning Needs

Acknowledging the unique learning needs and styles within a diverse student body, my

curriculum philosophy advocates for differentiation. Teachers will be empowered to employ

various instructional strategies, offering multiple entry points for students to access and engage

with the curriculum. Differentiated assessments will allow for a comprehensive understanding of

individual progress, enabling educators to tailor instruction to address specific learning needs.

This approach not only supports academic success but also nurtures a positive and inclusive

learning environment.

Tiered Intervention
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In alignment with my commitment to student success, my curriculum philosophy

incorporates a tiered intervention system. Recognizing that students progress at different rates,

tiered interventions will provide targeted support to those who require additional assistance. This

approach ensures that every student has the opportunity to succeed and progress through the

curriculum. Regular monitoring and assessment will guide the allocation of interventions,

creating a responsive and supportive educational environment. Character development is at the

heart of my philosophy. The curriculum will intentionally incorporate virtues such as integrity,

compassion, humility, and perseverance. Through literature, historical narratives, and real-world

applications, students will be exposed to exemplars of character, providing them with role

models to emulate. Regular reflection and discussions on personal values and ethical decision-

making will be embedded in the curriculum to foster the development of well-rounded

individuals.

Incorporating Technology to Enhance Instruction

Embracing the technological advancements of the 21st century, my curriculum

philosophy advocates for the seamless integration of technology to enhance instruction.

Technology will be a tool to facilitate interactive and collaborative learning experiences,

preparing students for the digital landscape of the future. It will also serve as a means to provide

personalized learning pathways, catering to individual student needs. Professional development

opportunities for educators will be prioritized to ensure effective integration and utilization of

technology in the curriculum. (Hong, 2013)

Alignment with Vision and Mission

My philosophy advocates for the cultivation of servant leaders. The curriculum will

emphasize the importance of selfless service, empathy, and humility. Students will be provided
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with opportunities to engage in community service projects, developing a sense of responsibility

and an understanding of their role in making a positive impact on the lives of others. Leadership

skills will be nurtured not for personal gain but for the betterment of the community and society

at large. My philosophy promotes a culture of continuous reflection and improvement. Educators

will regularly assess the effectiveness of the curriculum in achieving its goals of academic

success, character development, and servant leadership. Feedback from students, parents, and the

community will be valued, leading to adjustments and enhancements that align with the evolving

needs of the learners and the community.

In conclusion, my personal philosophy on curriculum integration for a Christ-centered

and character-driven education places faith, character development, servant leadership, and

academic success in harmonious alignment. It envisions a transformative educational experience

that not only equips students with knowledge but also shapes them into compassionate, purpose-

driven individuals who contribute positively to their communities and the world. This philosophy

is a commitment to nurturing the whole person, recognizing the interconnectedness of academic,

spiritual, and character development in the journey of education.

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References

Francis, J. B. (2018). STUDENT CENTERED: Navigating Curriculum Selection to Maximize

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

Hong, E., & Ditzler, C. (2013). Incorporating technology and web tools in creativity instruction.

In Creatively gifted students are not like other gifted students (pp. 17-37). Brill.

Nyamai, D. (2018). ROLE OF THE HIDDEN CURRICULUM IN FAITH, LEARNING AND

LIVING INTEGRATION PROCESSES. European Journal of Social Sciences Studies, 0.

doi:http://dx.doi.org/10.46827/ejsss.v0i0.392