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Curriculum Implementation Philosophy

Betty Graham Young

Grand Canyon University: EAD 520

December 17, 2019

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Curriculum Implementation Philosophy

Trends in education are forever evolving. It is imperative that school leaders keep up with

these developments or their schools will be adversely impacted. Two of the most critical trends

are curriculum and instruction. They really define the purpose and importance for having

schools. Leaders with leadership styles such as transformational and servant do not struggle with

change, for they embrace it as long as it promotes growth and academic success amongst

students. Furthermore, transformational leaders have the ability to make difficult decisions and

they welcome new ideas. I consider myself a transformational/servant type leader. Educational

leadership, be it classroom teacher or administrator, has always been a passion of mine.

Moreover, school leaders are instructional leaders just as the teachers they serve. Instructional

leadership is a skill, responsibility, and role that makes curriculum implementation successful.

Additionally, effective leaders adopt a philosophy of curriculum implementation that is

demonstrated in the outcomes of curriculum-related decisions they have made.

PSEL Standard 4a states that effective leaders implement coherent systems of curriculum,

instruction, and assessment that promote the mission, vision, and core values of the school,

embody high expectations for student learning, align with academic standards, and are

culturally responsive. A coherent curriculum is inclusive of all learning types as it is a whole

system containing different parts. I believe that all students should have access to the curriculum.

Access, in the sense that instruction should be differentiated in a way that meets the needs of all

learners. Being a cross-categorical resource teacher has afforded me opportunities to collaborate

on teams that make decisions regarding the way students with special needs are served in the

general education classroom. These types of decisions must be well-thought out and must be free
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of biases. Coherent curriculums are relative to the Universal Design for Learning (UDL)—an

instructional framework that addresses learner variability.

PSEL Standard 4d states that effective leaders ensure instructional practice that is

intellectually challenging, authentic to student experiences, recognizes student strengths, and is

differentiated and personalized. UDL promotes differentiation and facilitation of learning. It is

important for administrators to teach their instructional staff the importance of writing effective

and actionable lesson plans which includes research based strategies that support learning

variability. Through intentional planning, educators can address the variability of learners’

ability to access and understand information, engage with content and instruction, and express

what they know (Lowery, Hollingshead, Howery, and Bishop). Implementation of technology

that supports instruction should also be included in teachers’ lesson plans.

PSEL Standard 4e states that effective leaders promote the effective use of technology in

the service of teaching and learning. Technology, when properly executed greatly benefits

curriculum implementation. Administrators should ensure that their instructional staff is properly

trained in the practice of technology integration. It is useless to have technological resources but

not know how to use them. The incorporation of technology in instruction can easily turn a

boring lesson into one that is engaging and lively. Teachers all around the globe can attest to this.

Moreover, technology is assistive to students with special needs and provides effective

accommodations. The use of technology in instruction can also challenge students to think

outside the box and to be more creative.

So many educators are opposed to Common Core Standards. However, I believe it can be

a very rigorous system that causes students to think critically and answer the whys in education.

There is no greater satisfaction like hearing students ask the right questions. One can literally see
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the learning and their wheels turning as they engage in dialogue that is induced by the lesson.

Moreover, their enthusiasm towards learning challenges the teacher to keep creating. I believe

that proper implementation of curriculum promotes collaboration, productivity, creativity,

academic achievement, and most of all, student success.

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References

Professional-Standards-for-Educational-Leaders_2015.pdf. Retrieved from

https://www.npbea.org

Lowery, K., Hollingshead, A., Howery, K., Bishop, J. (2017). Research and Practice for Persons
with Severe Disabilities. More Than One Way: Stories of UDL and Inclusive Classrooms.
Retrieved from https://eric.ed.gov

D, Friberg. (2017). Classroom Connection. Technology Tools to Get You Out of Your Rut.
Retrieved from https://eric.ed.gov

Zepeda, S., Lanoue, P. (2017). Educational Leadership. Improving Instructional Leadership.

Retrieved from https://eric.ed.gov