ipl-logo

Changes And Leadership In Crowley Independent School District

839 Words4 Pages

Changes and Leadership In Crowley Independent School District, changing the curriculum is multifaceted. There is a Curriculum Management Plan that details the intentions and directions for the district in curriculum, instructional, and assessment areas meant to ensure curriculum quality control of design and delivery (Crowley ISD, 2021, p. 3). Changing curriculum is no small task and is taken seriously. Everyone is involved in the process because there are five curriculum levels which include national, state, district, school, and classroom (Glatthorn et al., 2017, p.44). It starts with leadership and works down to the teachers. The Board of Trustees is responsible for establishing policies to support curriculum development and evaluation …show more content…

5). They are also responsible for providing the funds for professional learning opportunities that focus on those and communicate this through policy and supportive administrative procedures (Crowley ISD, 2021, p. 5). From the Board of Trustees, the process moves to the superintendent to develop policies and procedures to guide the curriculum design, delivery, evaluation, decision-making process and support for the campus leadership team (Crowley ISD, 2021, p. 5). Once completed, the proposal is made to the Board of Trustees for adoption. Should the proposal receive approval, the district-level administrators will implement the policies and procedures while providing needed assistance and collecting data for reporting to staff and the board. The Department of Curriculum and Instruction assists campus teachers and staff with understanding the curriculum by developing, building, training, and making …show more content…

This curriculum is new to the district, with a few classes piloting the curriculum last school year. Not taught in my previous district, but they have adopted it this year. After teaching this curriculum for just about eight months, it is effective. This statement is being made as throughout the eight months of teaching it in first grade and kindergarten, those who have been exposed to the curriculum in kindergarten outperformed those who had not been exposed to it when they were assessed in first grade. As the students in my classroom have not been assessed at the district level twice due to various reasons such as never being in school, prior to kindergarten and starting after the beginning of the year testing it is unclear how they have grown on that assessment but in class using the curriculum has given them a chance to do well on the end-of-year assessment. Note that my class was created as an overflow classroom for kindergarten students who arrived in the district later in the school year. Many enrolled in November, with the most recent group arriving in January. The reason these students have a chance to be successful in the upcoming assessment is because the curriculum revisits and builds on previous standards taught in depth. Because the students missed a large portion of the lessons, having those standards come back periodically

Show More
Related
1313 Words | 6 Pages

The planning of professional development is key to informing staff of district goals and initiatives. Dr. Anderson is very team orientated and trusts her staff to make professional development effective learning days, and CTE teachers can bring something back to their classroom to improve the student environment. At BCTAL, the Leaders of Learners team is responsible for creating an in-service day that beneficial and effective for all everyone. The LOL team, which I am part of, takes the lead in creating activities for educators and helps roll out new district initiatives or ideas to staff. When it comes to board policy, Dr. Anderson feels that it does affect how business is done in the district and it is critical to follow board policy.

Read More
606 Words | 3 Pages

This was driven by current societal issues and seemed to be an answer to help improve outcomes for our country’s students. Prior to the development of curriculum based off of the Common Core Standards, the curriculum was written based upon New Jersey’s Standards. When district’s utilized the NJ Standards it provided them with more flexibility to develop meaningful and engaging curriculum. The curriculum that needed to be developed for the Common Core not only changed the materials chosen for the curriculum, but the strategies and methods of teaching.

Read More
609 Words | 3 Pages

In order to transform a school from good to great, you must have an amazing leader. The leader must ensure that s/he follows the universal laws on how to achieve sustainable great results. ISLLC Standard 5 states that, the leader should promote the success of all students by acting with integrity, fairness, and in an ethical manner, in this case the leader (at the district level) needs to be a responsible leader that engages in professional practice through disciplined thought, disciplined people, disciplined action, and building greatness to last. The district level leader must continuously promote positive change. As the district leader, s/he must ensure that the schools, principals, teachers, and the community is also being open to diversity

Read More
1603 Words | 7 Pages

So as I'm going forth working with teachers around our district on the adoption and understanding of the National C3 Framework, I'm realizing even more so the importance of teachers understanding the curriculum, and having a curriculum that is going to be rigorous enough to challenge our students as well as help them be the best prepared they can be for College and Career life. I am spending time right now, meeting with different grade level groups and discussing the shifts in thinking that will be required for our new curriculum. I'm spending time with teachers taking the Deep dive into the dimensions of the C3 framework. These experiences are showing me the importance of administrative support and professional development when addressing curriculum

Read More
1669 Words | 7 Pages

The California Department of Education (CDE) 5th grade curriculum and Common Core State Standards (CCSS) are designed to outline what students should know and comprehend by the end of the 5th grade school year. Each discipline has a brief overview of what the fourth grader should know before entering the next grade level, along with a description of 5th grade standards for each discipline. The curriculum makes up nine sections that covers the content, communication style, ways to support struggling readers and support for English learners. All curriculums are updated and revised by the Department of Education to align with the standards and to provide guidance to educators, parents, and publishers. This formative evaluation is done to make

Read More
432 Words | 2 Pages

The Fatal Flaw of Educational Assessment The educational system has continuously transformed over the past few decades, from Elementary and Secondary Education Act to the Common Core National Standards. To assess those standards, school districts must administer educational assessments annually. In this paper, The Fatal Flaw of Educational Assessment article is being reviewed. Summary of Article

Read More
764 Words | 4 Pages

No matter how well a given school or district is performing, there will always be sub-pockets of failure and upcoming changes in the environment that will challenge even the best systems. It’s crucial that school administrators not force change or people will rebel. An effective change process shapes and reshapes good ideas while it builds capacity and ownership among members of the group. One of the biggest blocks to change is that people do not know what to do with it. One method is to use delegation to distribute power and influence throughout the school community.

Read More
565 Words | 3 Pages

The Director of Education will also be responsible for teacher training and supervision, curriculum evaluation, and continual engagement with parents and students. Responsibilities: Create and administer a comprehensive and successful curriculum that adheres to academic standards and promotes challenge-based learning. Train and monitor teachers to ensure the curriculum is delivered successfully and consistently.

Read More
452 Words | 2 Pages

Teachers need to know as clearly as possible what will be covered on the required tests. They need to go over curriculum documents and student learning materials to see how well they master the test content. Day–to-day planning and instruction must focus on what will be tested even if it isn’t what standard officials call for. The role of instructional leader requires continually consulting with teachers as they pursue the hard goal of perfect alignment. The more demanding responsibility is to push continually for alignment of the school’s curriculum, instruction, and assessment.

Read More
973 Words | 4 Pages

The significant changes that took place with the state curriculum will hopefully encourage students to take responsibility for their learning and enforce real world concepts. As an administrator, it is my responsibility to be the instructional leader of the school. I believe there is a three-phase process at the core of a strong curriculum development program: Selection and Development, Implementation and Assessment. The key to all three components is to have quality administrative supervision, which ensures that the curriculum is being implemented

Read More
376 Words | 2 Pages

I agree in some extent to what she refers on adding more unnecessary stress to incoming kindergarten students; however, as the textbook also explain, assessments are defined as “the outgoing continuous process of collecting, gathering, and documenting information about children’s development, health, and behavior.” The pro’s of using formal assessments in children are: • It allows parents, educators, and the United States Department of Education to gather data in regards of a child’s development and growth. • Identify where are the strength and weakness in areas such as: cognitive, language, and emotional. • Helps teacher to plan individual instructions for a child or a group of children with the same level of development.

Read More
1648 Words | 7 Pages

“Teachers reported delivering better lessons because they could focus their preparation on how to teach, not what not to teach.” Wrote Craig Hochbein and Marty Pollio in an article entitled, “Making grades more meaningful.” While time is saved when teachers have a curriculum to follow, the curriculum is focused on the best way to take a test, and how to score well, rather than actually learning the content. Standardized tests take time out of teacher’s busy schedule as well as the students. They should be able to teach what they want and help the students grew as people and find styles that fit them best, not conform to a standard set by a few people.

Read More
1121 Words | 5 Pages

The district and the state have set the standards and objectives of the courses offered at our high school; moreover, the district has implemented a curriculum pacing guide for all courses to help make the instructional gains equal at each quarter. Within the quarter, teachers have the freedom to analyze instruction, identify goals and desired behaviors. The professional learning communities meet to conduct the analysis, both as a department and as a subgroup of teachers when similar courses are taught. The end results are a focus of curriculum analysis; for example, in a recent math department meeting, the discussion turned to the analyzing the gaps in prior knowledge and the effects of aligning with the pacing chart at the end of the first quarter. The teachers actively analyzed a problem, thus beginning the Instructional Design process.

Read More
604 Words | 3 Pages

In the 26 years, I have been a teacher, I have taught in a government school where they have minimal facilities. Moreover, I have taught in a private school where they have facilities but the focus is on academic excellence only. Furthermore, I have also homeschooled my children. All these experiences have challenged me to better my skills in curriculum development; in taking this course I stand the chance of fulfilling this

Read More
1059 Words | 5 Pages

The curriculum is dynamic as the changes that occur in society are the components of curriculum. In its narrow sense, curriculum is viewed merely as a listing of subject to be taught in school in these days. But I am very hopeful that if we focus on three facets of curriculum that are goals and purposes of education, evaluation of products and process of curriculum, our curriculum can change the existing social structure or institutes given that the determinants of a curriculum are basic needs, social aspects, cultural factors, individual

Read More

More about Changes And Leadership In Crowley Independent School District

Open Document