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Curriculum Implementation Philosophy

Toni Crawford

Grand Canyon University

EAD 520: Strengthening Curricular Programs

Dr. Schlabra

November 9, 2022
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Curriculum Implementation and Grade

At Beechfield Elementary we serve students from pre-kindergarten to fifth grade who

want students to learn, grow, develop, and thrive into creative, resilient citizens in preparation for

the global world. The curriculum is provided for teachers as a guide to use in correlation with the

standards; however, supplementary resources are allowed for differentiation, scaffolding, and at

the teacher’s discretion to meet the needs of all students. Even though teachers have the

curriculum, their expert opinion will be of the most value when collaborating and analyzing data

to ensure we meet the needs of students using curriculum and resources that will be effective for

their learning styles and comprehension. Collaborating with families and the community will be

critical in choosing and implementing curriculum as well because we want families to be a part

of their child’s education and reinforce learning materials at home.

Cultural Inclusiveness

Culturally responsive teaching will be reflected throughout the classroom and curriculum

because representation matters. We are equipping students for the world, which means they will

be exposed to a variety of cultures and must find ways to respect others’ identities and

backgrounds. Teachers must be culturally responsive and aware by validating students’

backgrounds and values while promoting equity within the classroom (Dreamson, et. al, 2017).

Students will be able to openly express themselves and be able to share their experiences and

stories relating to current events and topics which will also foster a positive school culture.

Differentiation for Learning Needs and Tiered Interventions

To meet the needs of all learners, teachers will need to provide differentiation and tiered

intervention systems in place of the selected curriculum. Not only will teachers’ complete
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differentiation, but there will be specialists in place to work with students in small groups to

support their learning needs as well and be one of the steps for intervention. Not only that, but

teachers will collaborate with each other, instructional leaders, and the special education team to

find the right support for students to succeed. The ability to customize lessons while preserving

the focus, coherence, and rigor of the curriculum is how students will continuously learn

materials without falling behind (Hammond, 2017). As for interventions, the first steps will

happen in the classroom with the teacher for four to six weeks using the intervention programs

that are part of the curriculum. With no progress, the teacher will refer students to the special

education team and student support team, so they can complete assessments to work with the

learning specialist to collect more data, before recommending them for an IEP.

Technology

Technology will be a vital part of the school as it serves a variety of purposes for student

achievements such as personalized learning, hands-on learning, access to the latest resources,

and creative methods of learning to meet all needs. We also live in a world surrounded by

technology and to prepare students for future success, we must provide them with the tools and

resources to connect their learning while showing them the proper way to use it. Our leaders and

teachers will promote the use of technology to increase equity, inclusion, and digital citizenship

practices (ISTE, 2022), and helping students develop accurate and robust understandings of

technology should be the goal of every educator (Lachapelle, et. al, 2019).

Vision and Mission

The mission and vision of the school will advocate, demonstrate, and emphasize the

importance of child-centered education, reflecting high expectations, culturally responsive

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teaching, diverse teaching methods and strategies, and equal opportunities to promote equity and

achievement (NPBEA, 2015). Creating and maintaining a school culture where students and staff

are respected, valued, and cared for despite backgrounds, cultures, and beliefs are of utmost

importance. The curriculum reflects the vision and mission of the school by providing equity

through culturally responsive teaching, supporting diverse teaching methods, and ensuring every

decision is student-centered for the academic and social success of students.

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References

Dreamson, N., Thomas, G., Lee Hong, A., & Kim, S. (2017). Policies on and Practices of

Cultural Inclusivity in Learning Management Systems: Perspectives of Indigenous

Holistic Pedagogies. Higher Education Research and Development, 36(5), 947–961.

Hammond, D. (2017, November 1). Are You a Game-Changer on Curriculum Implementation?

Principals should have a working knowledge of and be active participants in course

content. Principal Leadership, 18(3).

ISTE. (2022). ISTE Standards: Education Leaders. ISTE. Retrieved November 9, 2022, from

https://www.iste.org/standards/iste-standards-for-education-leaders

Lachapelle, C. P., Cunningham, C. M., & Oh, Y. (2019). What is technology? Development and

evaluation of a simple instrument for measuring children’s conceptions of

technology. INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, 41(2), 188–209.

https://doi-org.lopes.idm.oclc.org/10.1080/09500693.2018.1545101

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

Educational Leaders 2015. Reston, VA: Author.