I just came from a very large district and we spent quite a bit of time
mapping our curriculum. the purpose was to go deeper into a given
standard instead of these hit and run lessons that do not offer enough
time to practice. We had a reading series we had to use at the time.
What we did was to go through the series and identify the main concept
to be taught (ex. main idea) for a unit and we then found other
units/stories that taught the same. So we reorganized the order of
teaching these units so that we could spend a few weeks really getting
deep into an area. We also found other material, stories to use to teach
the concept and every teacher had a binder with all of this by grade
level. Teachers were grateful for this. It was a guide with
suggestions. Everyone was teaching the same skill, but they had autonomy
to use materials best for them and their students. Unfortunately, the
very next year the district purchased a new reading series and we were
told to implement it with "fidelity" so eventually all that work was
pushed aside. I do stand by it, though.Tthere should at least be a
guideline as to what needs to be taught and not all teachers will take
the time to familiarize themselves with any new standards that have to
be taught. I am also a teacher who has previously taught with autonomy
and I love it that way, so I am suggesting teachers have a guide, with
some ideas and list of materials to teach with, but not to micro manage
them. some teachers will be resistant to even having a guideline as to
what standards to teach when, but this will help your school with
continuity between grades.
I have just left t a smaller district as a new reading specialist there
where teachers are following a series and missing a lot of authentic
literature and serious thinking about reading. so, we have a long way to
go. this is a new position for this school so I need to ease in slowly
and gently as I suppose you do as well. good luc,
-Kay
On Tue, Jul 9, 2013 at 11:53 PM, evelia cadet wrote:
I am in serious need of your input and expertise about reading
curriculum alignment. This year I am part of the instructional
leadership team at my school. We know we need to change, but need a
clear direction. Allow me to share some background information. I know
is a lot, but I would truly appreciate if you read it.
- This is how reading instruction looks like in my school: teachers
teach any standard they want. We don't know what is going on in other
classrooms. We don't collaborate and there is animosity and
competition among the grade levels over test scores.
- We have a new principal who would like to see instructional
alignment, but is not being specific with how that alignment looks
like in practice.
- I am not an expert on alignment, but I came up with a plan that
specify the genres and standards ALL reading teachers will focus on
every grading period. Teachers are welcome to teach more standards if
they want, as long as they take care of those few standards. Before
and during this period teachers will collaborate and help each other.
- The principal liked the plan, BUT, an influential teacher, who is
also part of the leadership team, thinks the plan is a hindrance to
teachers' autonomy. In her mind, our alignment should be: get familiar
with the standards and make sure you teach them all before the end of
the year.
-We are meeting next week to have a discussion about it. PLEASE
enlighten me about how effective instructional alignment looks like in
practice. We have been operating in autonomy mode and the school
hasn't moved forward. Our test results are sad.
Thank you.
Evelia
Sent from my iPhone
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