Curriculum Implementation Philosophy

David Salgado
Grand Canyon University
EAD 520
November 23rd, 2022
I believe that curriculum should be chosen with the main purpose of enhancing students'

academic agency and success while building teachers knowledge and content aptitude. A

curriculum should address the students’ learning needs through rigorous units, practical

lessons, and well thought out scope and sequence. A curriculum should have additional

supplemental materials and intervention supports that facilitate each unit’s cultural theme and

understanding. A curriculum’s technology should promote equitable access to educational

content regardless of diverse needs.

The school should develop a curriculum as a team, asking input from various stakeholders,

preferably during summertime to maximize uninterrupted collaboration and open discussion.

“The decision to develop a curriculum generally starts with the seed of an idea.” School leaders

can select or ask for volunteers to initiate a pilot run of a program so as not to abruptly change

schoolwide instruction. The pilot program can be tested for a year to collect data and

information regarding curriculum efficiency and rigor. The school team can decide whether to

pursue the new curriculum as is or adapt it to meet the school’s vision and mission. The

school’s culture can dictate what professional development, resources or supports needs to be

implemented.

As a result of the curriculum’s design textbooks, short stories, or any other material should

encourage exploration of social and/or historical accounts to be inclusive of students' cultural

backgrounds. If possible, the curriculum team should include parent input or feedback. “Parents

don't just want to know what the curriculum is; they wish to have the resources and knowledge

to help their children perform well.” (Hammond, 2017) The scope and sequence of the

curriculum should be monitored to assure lessons and units target common core state

standards.

The curriculum needs to include opportunities for students to access its technology supports. It

is imperative that a curriculum provides tier centered RIT interventions whether it be through
tech supports or differentiated level textbooks, because it ensures that students have equitable

opportunities, in the least restrictive environment, to academic success. An administrator must

rely on the expertise of reading specialists, RTI and ESL teachers, and Special Education

teachers to determine if additional materials need to be ordered to supplement core subject

instruction through the first year. Monthly meetings to analyze student work, assessments

and/or surveys are crucial in monitoring best teaching practices during the implementation of a

new curriculum.

The new curriculum goals must be logistically executed and implemented within a reasonable

timeframe. The curriculum team must allocate resources, personnel, and school programs to

objectively set goals and evaluate the pilot’s success. According to The Principal as Curriculum

Leder, “Two goal-related tasks are important in developing the school’s curriculum: (a)

identifying the educational goals and (b) aligning goals with programs and subjects.”

In conclusion, the curriculum’s goals must integrate the school’s vision and mission statement.

For instance, if I was a K-5 primary administrator my curriculum philosophy would entail how to

improve school’s academic achievements. I believe that a curriculum should put emphasis on

building students’ cultural awareness, self-efficacy and agency, and content skill set to

proliferate just and noble global citizens. I believe that through a STEM project-based curriculum

students' exposure to cross-curricular social themes will build socio-emotional intelligence.

References
DOTOLI, SCANFELD (2018). Teacher-Driven Curriculum Development: Do Your Teachers Have

Content Knowledge and an Entrepreneurial Spirit? Use Them! Retrieved on November 23,

2022 from https://web-p-ebscohost-com.lopes.idm.oclc.org/ehost/pdfviewer/pdfviewer?

vid=1&sid=fb1e017d-2a86-4387-bb48-1baa25f31e36%40redis

Hammond, (2017) Are You a Game-Changer on Curriculum Implementation?” Retrieved on November

23, 2022 from https://web-p-ebscohost-com.lopes.idm.oclc.org/ehost/pdfviewer/pdfviewer?

vid=1&sid=a57d493f-fa6e-4377-89ca-c0aeca5f1748%40redis

Glatthorn, A. A., Jailall, J. M., & Jailall, J. K. (2016). The Principal as Curriculum Leader: Shaping

What is Taught and Tested Retrieved on November 23, 2022 from

https://bibliu.com/app/#/view/books/9781483353128/epub/OEBPS/s9781483353074.i691.html#page

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