Curriculum and Planning Process
Reflecting on my teaching experience, the curriculum has always been my compass when planning for instruction. The curriculum is our map of where we need to go and what students need to learn. It acts as the starting point before diving into instruction and assessment. Working with English Language Learners (ELLs), I support teachers in differentiating their instruction so that the curriculum can be linguistically accessible for multilingual learners. When planning I often ask myself, what is the key concept we are trying to drive home? How do we differentiate in order to get to the essential understanding of the lesson/unit? Students are still meeting the curricular outcomes that are prescribed for them, however, when working with ELLs it's integral that teachers scaffold the instruction so that students can find success and teachers can accurately assess our ELLs. Currently, we are embracing the initial steps of curriculum redesign in Alberta.
When thinking about curriculum redesign, I believe it is important to have a strong plan in place so that all stakeholders are aware and comfortable with what is to come. Strategic and thoughtful planning is necessary when preparing for curriculum redesign and many pieces must fall into place before rollout. As Fullan (2016) noted, a whole-system plan is required for successful and sustained educational change. Starting at the division office, the deputy superintendent responsible for curriculum and instruction should be well versed in the new curriculum and have a plan for how to prepare school leaders in leading their staff to implement it. Since the release of the draft curriculum, our division engaged the parent community, school council chairs, and other stakeholders through a survey seeking community input. Next, we brought consultants and teachers together in a focus group to analyze the seven curriculum documents through guiding questions so that our division can provide feedback to the government. We hope that this can be a step closer to supporting our community in adapting to curriculum redesign.
According to Wang (2019), when coordinating a new curriculum rollout, support programs should be in place along with teaching resources, textbooks, and rounds of training for teachers. One argument against the K-6 draft curriculum is that there has been no professional learning or resources provided to carry out the learning, albeit mentioned by the Curriculum Advisory Panel. In 2018, when the NDP released the K-4 draft curriculum, all divisions were excited about the shift in teaching pedagogy. We were moving towards building conceptual thinking and essential understandings founded on the research done by Lynn Erickson, Lois Lanning, Rachel French, and Julie Stern. Division and school leaders were already going through rigorous professional learning on concept-based instruction before the new government came into power and announced in 2019 that they would pause work on the curriculum to allow time for broader engagement with Albertans (Curriculum Advisory Panel, 2019, p. 4).
Curriculum redesign has the power to change many aspects of our planning and instruction. Wang (2019) reiterated that “changing the curriculum has been viewed and is used as an effective way to change classroom practice and influence student learning to meet the needs of the ever-changing world” (p. 235). Specifically, in elementary, teachers moved away from the traditional teacher-centered delivery of the past to that of a constructivist approach of student-centered discovery or something in between (Drake et al., 2014, p. 8). Some fear that the social studies component of the new draft curriculum has the potential to move back to the old ways of teaching. Alberta’s Guiding Framework (2020) indicates students “will gain the essential knowledge and skills to shape their future ” (p. 3), in addition to students having a strong foundation of “factual knowledge that is necessary for critical thinking” (p. 4). Focusing on fact-based knowledge as opposed to deep and lasting learning will have a profound effect on how teachers plan their instruction, thus it is imperative we continue to follow the TQS (2018) and act as lifelong learners. As instructional leaders, we need to ask oursleves how do we encourage educators to adopt a new curriculum and continue professional learning in order to become agents of change?
Our role as instructional leaders is to familiarize ourselves with the foundations of the new curriculum and plan how to facilitate professional learning for our teachers, students, and parents. One of the themes that come out of the LQS (2018) is for instructional leaders to model a commitment to professional learning. When leading change, a school leader must have a growth mindset and model this to staff. This involves being vulnerable in terms of not knowing everything about a new curriculum and walking alongside teachers to dive into planning for instruction. Modeling professional learning helps a school leader lead by example and build trust among staff as they are seen as willing to be agents of change themselves. An example of this was my experience as a consultant learning about the 2018 draft curriculum. My deputy superintendent was the first to engage in her own professional learning for concept-based instruction and came back to our consultant team to lead PD for us. As I reflect on this process, I really felt like she walked the talk and modeled the way for us.
Hoerr (2008) recognized that school leaders can exert instructional leadership simply by facilitating teachers’ learning and acting as catalysts for collegiality among staff. When initiating a shift in thinking and pedagogy, we must provide a structure for collective learning so that teachers can support each other. This highlights the role of the school leaders as being one of bringing teachers together to engage in professional learning so that they can dissect the curriculum, plan and reflect together, and observe each other's class for further feedback.
Change is uncomfortable and it can be hard, however, with a growth mindset, collegiality, and structures in place we can make the shift more comfortable for all stakeholders.
References:
Alberta Education. (2020). Guiding framework: Design and development of K-12 provincial
curriculum.
https://open.alberta.ca/publications/guiding-framework-design-development-k-12-curriculum
Alberta Education. (2018). Leadership quality standards.
Standards.https://education.alberta.ca/media/3739621/standardsdoc-lqs-_fa-web-2018-01-17.pdf
Curriculum Advisory Panel. (2019). Recommendations on direction for curriculum.
Drake, S., Reid, J., & Kolohon, W. (2014). Interweaving Curriculum and Classroom
Assessment. Oxford University Press, Inc.
Fullan, M. (2007). The new meaning of educational change. Teachers College
Press.
Hoerr, T. (2008). The principal connection/What is instructional leadership? Informative
Assessment, 65(4), 84-85.
Wang, T. (2019). Competence for students’ future: Curriculum change and policy redesign
in China. ECNU Review of Education, 2(2), 234–245.
https://doi.org/10.1177/2096531119850905
I appreciated the comment from Wang about the complete roll out. We haven't seen any sort of supporting resources linked to the curriculum, yet. I am hoping that this is part of the draft process, and that through the year they will find the supporting resources needed. However, it feels like this has been rushed so much that many of the details, that would make teachers feel at ease, have been left out. I am hoping that the draft process will provide the Ministry with a lot of feedback. I am hoping that there will be a willingness to listen to the teachers and build on the knowledge and expertise in the province. Great post, made me think!
ReplyDeleteThank you for your reply Brian, I too am hoping their will a willingnes to listen to the teachers! I thnking school divisions are doing their best to work with the government in supporting this process so let's see what happens!
DeleteI love the notion that curricular change does more than alter what we teach, but also, "has the power to change many aspects of our planning and instruction" (Deligianis, 2021, p.1). It reminds me of our consistent discussion as educators regarding the COVID 19 pandemic and how it has been a catalyst for change in teacher practices and promoting a more collaborative approach to planning and assessment. Beautifully written, and thought provoking. So cool!
ReplyDeleteThanks for your reply Justin. Yes, COVID sure moved teacher practice! It's amazing how short of time it takes teachers to become comfortable with new practice. It's also interesting to see who becomes the early adopters, the resistors and the followers when moving forward with change.
DeleteAs a new teacher in Alberta it is difficult for me to associate with what was and what is being rolled out. I do see the discomfort that is being experienced from the conversations I have encountered. Having the necessary resources and professional learning available to compliment the new curriculum would definitely be a great asset. Change in any aspect of life is difficult but without change there can be no growth. It is my hope that those who have the power to do so, will listen to the cries of those who will be most impacted by this change. Very insightful and interesting!
ReplyDeleteHey O'nesseia, thanks for the reply! I agree, I too hope resources and professional learning will be available to compliment the new curriculum . After hearing the announcement today about additional funds for K-3 classrooms it will be interesting to hear how school divisions allocate this money.
DeleteAnna, your driving question when you plan has a great foundation and can ensure that it leads you to effective planning. The passion you have for our ELL learners is exemplary and I love seeing your perspective through that lens. Your concern about the new curriculum is valid, and I agree with your statement of ensuring we create life-long learners. This is our primary goal as educators. The shift in curriculum affects more than just the science of teaching but also the art of teaching. What a powerful point you have made!! Thank you for taking the time to write this blog, I loved your insight
ReplyDelete- Haley
Hey Haley,
DeleteThank you for your feedback! your comment on the art of teaching really had me reflecting about the autonomy of instruction when using the curriculum. It will be interesting to see how the art of teaching is impacted by a new curriculum.
Hey Anna!
ReplyDeleteI love your points about the plan for implementing a new curriculum needs to start with professional development. As we both know, we are called to this standard as teachers (TQS) and as leaders (LQS) to model a commitment to professional learning. This idea of modelling can be so impactful and can also help to build connections with our staff. By doing so, we can also take the appropriate time to analyze and review how we can apply this educational research to our schools. I agree that eliminating that surprise factor can soften the blow of having to adapt to a whole new curriculum!
As a future leader and if this new curriculum does come to fruition, where would you start your school's professional development? Are there areas that our teachers will need more support than others?
Hey Joel,
DeleteThanks for your response, you pose a great question!
With the 2018 NDP curriculum there was lots of professional learning on concept based instruction and how to plan units based on conceptual thinking. However, with this particular draft curriculum, because it is so heavy on the facts and knowledge, professional learning will look different. I imagine that teachers will need guidence in order to shift through the content in addition to, time to plan and reflect together. An aspect of this professional learning could also be to observe each other's class for further feedback. I bet school leaders will lean towards providing PL on instructioanl strategies to ensure deep learning of the curriculum happens. It will be interesting to see how it plays out!