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Philosophy Of Curriculum Specialist Education

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Curriculum Specialist Application
My educational philosophy is that all students are capable of learning. This achievement is possible by giving them the necessary skills and making sure that there is consistency in the rules and policies. Setting goals for all students, ensuring the environment assist their learning, and having a support system in place that will ensure they are learning the knowledge needed to remain on grade level or above. It is my belief that all children are very individual human beings who need a safe, loving and motivating environment to develop and age psychologically, mentally, physically, and socially. My longing to be an educator is to assist students in fulfilling their potential by helping to provide a safe environment …show more content…

To ensure all students are ready for success after high school, the Common Core State Standards establish clear, consistent guidelines for what every student should know and be able to do in math and English language arts from kindergarten through 12th grade. The standards were drafted by experts and teachers from across the country and are designed to ensure students are prepared for today’s entry-level careers, freshman-level college courses, and workforce training programs. The Common Core focuses on developing the critical-thinking, problem-solving, and analytical skills students will need to be …show more content…

Thus, it addresses the academic and behavioral needs of all students, not just those who face challenges. In an MTSS, attention is provided to the entire school system by continuously gathering and analyzing data regarding performance at the classroom, school, and system levels. This data is then used as the basis for decision making, promoting proactive, preventive support for students. When core programs and supports that are available to all students prove to be inadequate for some, a system wide continuum of supports is implemented. This process aids in removing systemic challenges and barriers that hinder students' success. This continuum of supports is provided in graduated levels of intensity that increase in response to student needs. Thus, rather than automatically attributing academic or behavioral difficulties to some inherent student factor, individuals implementing an MTSS recognize the possibility that contextual issues, including instruction, may be at the root of these struggles. Identifying root causes allows administrators and staff to provide research-based supports aimed at mitigating these

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