Running head: STRENGTHENING CURRICULAR PROGRAMS 1

Case Study: Strengthening Curricular Programs

Betty Graham Young

Grand Canyon University: EAD 529

October 21, 2020

Running head: STRENGTHENING CURRICULAR PROGRAMS 2

Case Study: Strengthening Curricular Programs

This case involves Ms. Young, a principal, who is in her third year of being in

administration. She, along with two academic coaches and her assistant principal, have a regular

presence in classrooms. Since this is routine and a part of the school’s culture, teachers and

students alike have very successful outcomes.

One of the Fifth Grade teachers, Ms. Kochiyama, executed a lesson where the students used

close reading as a strategy for comprehension. Afterwards the students watched a movie that was

closely related to the story as a culminating assignment. Everything went smoothly until one of

the parents called Ms. Young complaining that she disapproved of the book and the movie. The

parent also threatened to contact media outlets to express her objections if the school did not

remove the lesson from the curriculum.

Ms. Young must do something to appease the parent so that the school will not be painted

in a negative light or the lesson objectives be misinterpreted. Moreover, Ms. Young will need to

review Ms. Kochiyama’s lesson plans as well as speak with her to determine if the lesson is in

alignment with the standards. Lastly, Ms. Young will need to review the district’s video policy.

Stakeholders involved in the issue include: Ms. Young, the leadership team, Ms.

Kochiyama, the department chair, and the parent.

One court case that is related to this issue is, Board of Education of Jefferson County vs.

Wilder. This case involved a teacher who showed his high school students a movie titled “1900”.

This R-rated movie included nudity frontal nudity, oral sex, masturbation, profanity, cocaine

abuse, and explicit violence. The Board of Education dismissed the teacher for violating its
Running head: STRENGTHENING CURRICULAR PROGRAMS 3

controversial materials policy. However, the court of appeals ordered that Mr. Wilder be

reinstated.

In this case, Ms. Young could offer to hold a meeting with the parent and Ms. Kochiyama

to hear the parent’s concerns and give Ms. Kochiyama a chance to explain the lesson’s

objectives. Ms. Young could also offer that the student completes an alternative assignment and

be placed in alternative setting until the other students finish watching the movie, which would

most likely be the best option. The parent – teacher meeting would need to take place

immediately to prevent a lapse in the curriculum timeline.

Running head: STRENGTHENING CURRICULAR PROGRAMS 4

Ms. Young and her leadership team demonstrates what PSEL Standard One refers to as

an effective leader. They work together with the instructional staff to make sure students receive

a high quality education and ensure academic success and achievement. Ms. Young has

established a culture of collaboration, shared leadership, and professional accountability as well.

It is notable that the leadership team is involved and aware of the instructional practices within

the classrooms, which prevents certain happenings to cause major disturbances and interruptions

in the flow of instruction.

In this case, the parent of a student in one of the fifth grade classrooms complained about

lesson that included a book and a movie in which she disapproved of. One thing that was not

stated in the case study is the student’s perspective regarding the matter. There was a study done

in Istanbul regarding the effects of parental attitudes on students. The study revealed that the

attitudes of mothers have a significant influence on the perceptions of their students. However,

regardless of the student’s position, the parent has the final say on their child’s education.

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. Given this fact, Ms. Young is not only responsible for the student involved

in this case but to all her students. Therefore, if the lesson is in alignment with the standards and

does not deviate from the curriculum, it should not be excluded from future lesson plans.

Nevertheless, inclusion is best practice; therefore, in this instance, the student should be placed

in alternative setting temporarily and given an alternative lesson that is equal to the standards.
Running head: STRENGTHENING CURRICULAR PROGRAMS 5

References

National Policy Board for Educational Administration (2015). Professional Standards for

Educational Leaders 2015. Reston, VA: Author

Jung, F., Fisher, Kroener. (2019). ASCD. Chapter 1. Establish a Culture of Equity and Inclusion

Retrieved from http://www.ascd.org/publications/books/119019/chapters/Establish-a-

Culture-of-Equity-and-Inclusion.aspx

GÖKSAN Y., ERENSOY, I., KARAMUSTAFALIOĞLU, O., BAKIM, B., GÜNDOĞAR, A.

(2015). Archives of Neuropsychiatry / Noropsikiatri Arsivi. Mar2015, Vol. 52 Issue 1,

p19-23. 5p. Effects of Parental Attitudes Among a Group of High School Students in

İstanbul. Retrieved from: https://eds-a-ebscohost-com.lopes.idm.oclc.org/