Curriculum Director: Expendable or Invaluable?

A curriculum supervisor (or director) develops, implements, and coordinates new programs within the schools of a district for grades K-12. In some cases they also supervise teacher development and oversee grants for the district. The qualifications for a curriculum supervisor are not light: a Master's Degree and either a Supervisor, Principal, or Superintendent certificate, with previous experience as an administrator preferred. So it is not surprising that the position doesn't come cheap.

This piece published in The Record on June 6th speaks to the dilemma of whether or not it is worth it to employ such a position within a district. Some pros and cons are examined, with examples of what is currently being done in some towns in Bergen County.

To see the full article, click here: Curriculum director: a vital position or unnecessary expense? (or just click on the picture)

If the right person is brought in with the expertise, this can make a huge difference for a district. This way they can anticipate programs that are needed and the supervisor can help to pick out the most beneficial programs for them. They can also oversee a group of teachers that determine the best programs.

This is a Suburban area. What are the implications for a curriculum director in an Urban district?

While googling around for a bit, I located an article in the Chiefline newsletter for the CCSSO (Council of Chief State School Officers) touting the accomplishments of Dr. Laverne Terry in the public schools of the Christiana School District in Newark, DE. Although not NJ, this is an urban district where this woman is credited in having managed, through administrative and curriculum work, "to triple overall student enrollment in Advanced Placement courses and increase enrollment of minority students by over 300%," (Chiefline, weekly update 1/31/08).

This is clearly an example where having someone working at and overseeing curriculum made a large positive impact on enrollment in academically rigorous programs. I think the potential is great, but the effect depends on the individual in the position as well as the follow through of other administrators and teachers.

The alternative to paying a separate position of curriculum director may be to allow teachers and lower-level specialists to take on the task, working as a team. This definitely saves money in the district's pocketbook, and subjects can be overseen individually, but it seems there is something to be said for the attention and focus that a curriculum director can potentially give to a district's programs being best fit.

Works cited:
"Curriculum director: a vital position or unnecessary expense?" by Maya Kremen, Staff writer. The Record, page L-2, June 6th 2008.

"U.S. Virgin Islands Nominates Dr. Laverne Terry as Chief" by Paul Ferrari. Chiefline e-mail newsletter weekly update, 1/31/08.

"Teachers in the 'Hood'"

I can't say that I've ever been a 'teacher in the 'hood''. I'd like to think I can interact with people from all walks of life and all places and treat them the same as others. But do those beautiful juicy altruistic thoughts and aspirations we may have always fan out into the real thing?

I've worked with kids from the inner city in my days in outdoor education. Did all the stereotypes fit? Hell no. Did some fit? Sure. Of course my time with them was often too brief to really be able to tell too much.

I can't claim to know or understand anything about their lives or even dare to think they are so drastically different from me when it comes down to the core. What I think I do know (I dare to think I know) is that it is a far cry from a likely reality to think that a little bit of time from an outsider - hero or cowboy of sorts - here to 'fix it all' would effectively turn around the lives of students dealing with socio-economic ordeals, poverty, gangs, drugs, violence, broken families: a slew of hurdles and hardships - and in additon the emotional, psychological, and social effects of these experiences. Of course each case is different and some may be dealing with more or less than others, but the fact that we are trying to give it a quick fix [in the ideology of these Hollywood flicks] it is a little unnerving. We think we CAN and SHOULD fix it. Is that our role?

I am a firm believer that all children deserve a caring teacher, who believes in them and their potential because we all - urban, suburbanite, rural dwellers, whatnot - CAN LEARN. We're all people after all, no? Bulman's description of Blackboard Jungle pinpoints a view of the students as "working-class animals" and "beasts" (page 259): as if they are a human sub-species, an inferior culture, and that their behavior is the root of problems in the schools. One of the problems may be a lack of understanding for their background and life struggles. Instead they are looked at as 'the problem' and there is a detracted focus from the surrounding circumstances of the school and community condition.

It feels to me like in these Hollywood urban high school movies (although i cannot truly speak from personal viewing experience as the sheltered soul that is me has not really seen any of them - aside from maybe "Lean on Me" many years ago) that we are trying to say we need to "change" these students. The "teacher-hero/ine" is trying to 'save' the inner city kids from themselves and their troubles, but also to change them in this whole process. The cinematic solution to the state of turbulence in some urban schools is "to reform the individual student, not the educational system or wider society," (Bulman, page 267).

Challenging and engaging learning experiences are vital for all students; we as teachers can support and guide and of course encourage, but can we change who these kids are? Can we radically change how they view life and perceive? I certainly think we can make a difference in the lives of our students by our words and actions and maybe the misguided will one day 'see the light', but that we cannot forcibly change them. And we should never try to change who they are.

Of Bibliographies and Annotations

1) Murray, Christopher and Naranjo, Jason. “Black, Learning Disabled, and Graduating: An Investigation of Factors and Processes Associated with School Completion Among High-Risk Urban Youth”. Hammill Institute on Disabilities Remedial and Special Education. (May/June 2008) 29: pages 145-160.

Eleven graduating African American high school seniors of low income backgrounds are interviewed in this study that examines what factors come into play as having an influence on whether or not a student graduates from high school. The setting is a high-risk urban location and individual, family, peer and teacher factors are explored for their influence on student graduation. Several themes are explored, from parental involvement and structure to the degree of teacher demanding; and students provide personal insights of what is helpful/not helpful. The article stresses that it is important to bolster families, communities, and schools with strong support systems for our youth; as well as to work on the elimination of the social and structural chasms of inequality. I strongly agree with this, however the “how” this will happen is a question that remains.

http://web.ebscohost.com/ehost/detail?vid=5&hid=105&sid=48e7f7b2-9017-4152-bd5b-286053279120%40sessionmgr107


2) Muller, Patricia A.; Stage, Francis K.; and Kinzie, Jillian.
“Science Achievement Growth Trajectories: Understanding Factors Related to Gender and Racial-Ethnic Differences in Precollege Science Achievement”. American Educational Research Association, American Educational Research Journal, Vol. 38, No. 4 (Winter, 2001), pages 981-1012.

Different racial-ethnic and gender groups were compared in studies of pre-college science achievement and growth rates. It was found that socio-economic status and previous grades were strongly correlated to 8th grade achievement in science; and that the amount of science taken in high school was the best indicator of science growth, across all racial-ethnic by gender sub-groups. Women and students of color are less academically prepared in science, and research points out that the time to catch them is before college. The study utilized hierarchical linear modeling (HLM) and longitudinal data from the National Education Longitudinal Study (NELS: 88). Since individual-level factors and associated science growth rates and other individual-level variables were quite disparate, we need additional research.

http://www.jstor.org/pss/3202509


3) Towns, Donna Penn; Cole-Henderson, Beverly; and Serpell, Zewelanji. “The Journey to Urban School Success: Going the Extra Mile”. The Journal of Negro Education, Vol. 70, No. 1/2, Samplings from Howard University CRESPAR (Winter - Spring, 2001), pages 4-18.

Four urban schools (all of different size, structure and finances) are studied in depth to determine why they succeed in rendering quality education effectively while others do not. The common thread found amongst all is a shared vision by all stakeholders involved, and effort beyond standard expectations to ensure success; including the efforts of administrators, teachers, parents, and students. What I appreciate very much about this study is that it does not use solely test scores to gage student performance to indicate quality education but examines cognitive, affective, and behavioral effects. It also recognizes that past “effective” school studies have not focused on those serving minority students.

http://www.jstor.org/stable/2696280


4) Lee, Okhee and Anderson, Charles W. “Task Engagement and Conceptual Change in Middle School Science Classrooms”. American Educational Research Association, American Educational Research Journal, Vol. 30, No. 3 (Autumn, 1993), pp. 585-610.

Twelve 6th grade students in two classrooms were provided with adequate instruction and extensive support to understand science better, in order to study task engagement of students in two areas of research: research related to their science knowledge and learning; and motivation research. I believe the observation and study of these two areas in concert to be vital in order to steer clear of a one-sided argument that bypasses other variables. It seems that the declining levels of student achievement in science can be linked to both a lack of understanding of the content as well as lack of desire or motivation to learn it, so I like that this article takes a look at both. The studies found that an interplay of several factors

http://www.jstor.org/stable/1163304


5) Article in Review: “Educative experiences and early childhood science education: A Deweyan perspective on learning to observe” by Elaine V. Howes. Teaching and Teacher Education: Volume 24, Issue 3, (April 2008), pages 536-549.

This article details a study on the teaching of science at the elementary school level utilizing some of John Dewey’s ideals of education. The data was gathered at Monarca Elementary School, an urban public school in a poor to working class immigrant neighborhood with predominantly Latino students. More than 60% of students are ESL learners and more then 90% qualify for free lunch.

The author, formerly a secondary school and college-level science teacher, functioned as a participant observer and offered routine consultation to the teacher study group developed from a set of instructors at the school. She also made observations in the classrooms and participated in co-teaching experiences in after-school science programs. She related Dewey’s take on education and how these views manifested within this urban school study; what was effective and what was not.

One of Dewey’s arguments involves “educative” processes functioning to promote and develop a learner’s desire to pursue further learning experiences related to the current experiences at hand, and that these experiences engage children on intellectual, emotional and social levels. This study showed that having small animals (such as slugs, ants, butterflies, a mini-ecosystem) in the classroom helped to provide an “impulse” in children to examine and question, leading to a potential educative experience. It was found that it was not only the animals themselves but that the teacher guidance that mattered as well. Mis-educative experiences, such as bringing a hamster into a classroom and not caring for it well or bringing animals in just for ‘fun’ and not connecting the children’s experience more than sheer entertainment, can happen and I see how these do not provide quality learning experiences.

He also emphasized the value of children’s connectedness of presented material with previous and future life and learning experiences. I agree that we cannot just bring in super engaging science experiences and expect that students will maintain an interest beyond those first brief moments of excitement at seeing a wall of ants crawling about in a terrarium but need to connect it to their current knowledge base, their past experiences, and what we hope they will be learning in the future. We also need to instill in them more questions to will push them to want to explore and learn more.

Dewey, as well as the study, also maintain that it is not really the activity itself that is so important as the student – teacher interactions. Observations in the classroom, followed by a free-choice activity of taking notes and creating diagrams to record, incorporating whole class discussion and creation of original texts as well as discussing ideas with a classmate (such as ‘think-pair-share’), and using student questions to guides the direction of the learning, were all methods that were found to be effective in these classrooms in accordance with Dewey’s ideology.

There is so much more to this, but I will finish with a conclusive thought: that it is not one of these methods alone that will do the trick to create a powerful ‘hands-on’ or ‘real-world’ learning experience that Dewey visualizes but the combination of factors and practices.

http://www.sciencedirect.com.ezproxy.montclair.edu:2048/science?_ob=ArticleURL&_udi=B6VD8-4NPHMMJ-1&_user=687439&_coverDate=04%2F30%2F2008&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000038299&_version=1&_urlVersion=0&_userid=687439&md5=87c87824e80e60a2201e2bdb92f9a8bb

The Pedagogy of Poverty

What is life even, without some spontaneity? Experiencing the same routine day in day out, endlessly, like a machine's moving parts turning the same way each time, I think would be more than many of us could bear. Not that there is nothing to be said for a scoopp of familiarity and dollop of comfort in a particular routine. However, it seems that when we come to expect a pattern and see nothing else, we are on the road to apathy. Or maybe we're already there!

Chaos to calm
As we've touched on in discussion, some children in the inner city may be dealing with more than we could know in terms of their lives outside of the school walls. Home may be a topsy-turvy place without many constants or certainties, an unstable situation painful to sort through or deal with. The pattented routine of a designated start and stop time for the beginning and end of the day, a set place and time to go for each of the pre-decided subject areas, and of course a consistent WAY that it is all done - well, this all provides a ritualistic routine that can be a huge comfort when you want SOMETHING in your life to be set and expected.

What does the pedagogy of poverty have to do with this?

"The pedagogy of poverty is not a professional methodology at all. It is actually certain ritualistic acts that, much like the ceremonies performed by religious functionaries, have come to be conducted for their ritualistic value rather than to foster learning," (Haberman, pg 3).

It is this act, the routine of school, may be a very calming thing for some students in the thick of violent, dysfunctional or unstable lives. And when that known routine is taken away, what are they to do? It's like having the carpet pulled out from under your feet.

Thwap! BAM, smack down you fall to the ground. OWCH!

Ok so the start and end time, the timing of the school periods, and other logistical aspects of school will likely stay the same. But what can change to disturb this pattern? The way that content is taught in the classroom.

The pedagogy of poverty asks that we maintain set roles, where the teacher is in charge and responsible, gives directions and teaches, and the student follows these directions, engages in appropriate behavior, and learns. What if we want to try some Socratic questioning? Student-directed groupwork? Put them in charge of their learning?

Understanding
Can we do a whole lot about what goes on in the personal lives of these students? Probably not. Does this mean that we give up the new and innovative or interesting methods that we may want to try in class? No. But if we can at least realize where these students may be coming from, and allow it to help open our eyes and shape our perspectives, we've already made leaps and bounds.

Then we can understand that they are not necessarily rejecting US or the information or method itself, but it may be the impact this NEW method has on their stability.

And to foster learning... is this not our ULTIMATE GOAL as educators? The rituals may prevent this learning from achieving the level that it could, given all the different methods and resources available to us.

The Promise of Urban Schools

Through the appointment of its 8 selected Senior Fellows, the Annenberg Institute for School Reform has set out to create an ideal - or if you will, what they say are conceivable aspirations for urban schools. These "Great 8" have ironed out - and nicely I might add (tho not quite as good as my mom's ironing) - 5 different areas of focus.

Relevant questions are addressed throughout. Where/or in what does fault lie in urban education? What might we strive for? And HOW can it be achieved? To prevent an entry that will make your eyes roll out of your head it's so long, I will focus on one of the areas, agency.

Agency brings us to a place of empowerment. WE CAN create change in not only our own lives but in society as well! I see the value in letting our students know that they ARE VALUABLE and they CAN MAKE A DIFFERENCE; infact this is INvaluable. Our Big 8 state that, "Successful urban educators connect the construction of knowledge in the classroom with the language, music, poetry, and other cultural forms that students use to express their lives and ground the curriculum in intellectual, political, and artistic contributions of their students' racial, ethnic, and religious communities," (The Promise of Urban Schools, pg. 2).

Connections connections
Can't you relate best to something that hits upon your own world? I'm Polish and if I were asked to do a study on the history of piergois and polka music - needless to say how incredibly stereotypical as this is - I would feel a connection to it and dive in all the deeper! It's all about connections. If you connect a child's world to what you want them to learn, what you want them to store away in those 3 lb. wonderful organic machines, it will have so much more gravity and meaning to them. It's also a better way to get them INvolved and INtune.

So this agency helps the student to see the need in society and provokes them to become actively involved in pubic life and society, rather than subsisting as a bystander and allowing action to happen to them. For a more powerful learning experience, students need to become agents of their own learning. They are not objects that should sit and simply be talked at, but unique "producers" of knowledge.

But let's not leave the paperweight on the students side. There is a great deal to be said for the questions that teachers ask, the timing of these questions, and the effort they make to be INvolved as well. Local and school avenues are out there for the teacher to get involved in: VOTE in your local elections, write a letter to the editor on an issue that you strongly believe in, pull up your sleeves and put your two cents in at school debates and meetings about school issues, be a chaperone and DANCE at the school dance.

Not only is that a great example for the students - because they WILL notice what you do and what you say, just like young toddlers notice and immitate the actions and words of their parents - but this helps create that dynamic setting to inspire others to learn and take action.

Do you walk the walk that you so love to talk up?