Justin

Goodwin
EDL 675: Foundation of Education Leadership
Curriculum Definition/Action Plan
June 17, 2013
Definition of Curriculum: At the most basic level, curriculum is that which we want
students to know and be able to do (Wiggins and McTighe, 2005). However, what factors
determine the what in this equation? Undoubtedly, the basic skills in the three core areas
of educationreading, writing, and mathematicslay the groundwork for all future
learning. These are the building blocks of learning, and, as any good contractor will tell
you, the stability of any structure rests on the strength of its foundation. The same is true
of students; before they can achieve at a high level they must first establish a firm grasp of
the fundamentals.
After establishing a firm base, it is imperative that schools help guide students
toward self-discovery. Now that they understand the hows and whys, it is our task as
teachers to offer instruction that builds student awareness of what they are capable of and
what direction they might be interested in taking their new knowledge. Coincidentally, the
most important aim of education lends itself to learners finding out who they are and how
they would like to improve.

Enablement of our students to do for themselves should be our prime objective as

an educational system. With the world changing around us at a neck-break pace, the
memorization and regurgitation of yesteryear is no longer an effective practiceif it ever
was. As educators we must model committed learning. New things (information,

experiences, etc.) rarely come naturally or easily to any of us; thus, it is crucial that
students learn to adjust and persevere when adversity arises.
Coaching students how to self-evaluate and reflect on their strengths and
weaknesses, acknowledging where they succeed and where they fall short, is crucial.
Ultimately, we must guide students in the process of acting on their self-assessment in
order to recover and grow. When the value of learning is internalized in this manner, the
product is empowerment. Consider the ancient proverb, give a man a fish, feed him for a
day; teach a man to fish, feed him for a lifetime. It is a certainty that an empowered
student will be successful beyond the hallways of our schools no matter their destination.

Action Plan: Very recently, I was assigned to Grand Island Public School (GIPS) new
Language Arts Curriculum Task Force. The immediate objective of this group is to evaluate
how our current district standards correlate with the common core and revise them to
align in preparation for Nebraskas potential adoption of these national standards. One
personal goal is obviously to familiarize myself with the common core and better
understand the process of transitioning our current standards to correlate. I have already
completed some training with Janet Hale, a national staff development specialist in the area
of Curriculum Mapping. Her books A guide to curriculum mapping: Planning, implementing,
and sustaining the process and Upgrade your curriculum: Practical ways to transform units
and engage students are a few of the texts I have viewed to strengthen my grasp of our
objective as a task force.
As the team is comprised of teachers from each school and grade level in the district,
much deliberation and discussion must take place regarding what skills are being

addressed at each level. My new understand of the Myers-Briggs personality preferences

and how my own personality operates among those who fall in other categories will surely
assist in this process. Another objective for me will be to utilize this information to
effectively work with the other members of this group in order to jointly create a
guaranteed and viable curriculum that best serves our students. Undoubtedly, many of the
things Cadre 29 are learning about becoming a purposefully community directly connect to
the GIPS LA Task Force, and my progress in this course will impact the way I work with my
constituents.

Strategic Leadership is at foreground of my involvement with the Curriculum Task

Force as its direct purpose is the development, articulation, implementation, and

stewardship of a vision of learning to promote the success of all students (Johnston, 2009,
p. 3). Additionally, Instructional Leadership is also an outcome that is present. Not only are
we establishing intended content for each grade level, but also creating detailed examples
and anecdotes in conjunction with the standard to assist non-Task Force teachers with
engaging implementation ideas for the material to be covered; consequently, this process
will maximize equal opportunity and what is ultimately attained by students (Marazano,
2003).

Possible resistance that may be encountered during this process would initially

come from conflicting view points among members of the Task Force. Inevitably, there are
strong feelings among teachers about what needs to be taught and when that instruction
should take place. Further resistance will come in the form of reluctance from remaining
faculty when the new curriculum is implemented. Just as Dr. Jed Johnston acknowledges in
his essay On Becoming a Cadre (2007), when colleagues are pushed out of their comfort

zones, trust is tested (p. 6). To both issues, the remedy is simplelead by example.
Although easier said then done, it is up to each of us to improve our own standard of
leadership and thus raise our expectations of those who would lead us (Nair, 1994, p. 2).
When, through this persistent and committed example, it is recognized that a common
objective aimed toward the greater good exists, reluctant colleagues may soften and join
the effort to do what is best for student. Conversely, I must stay vigilant of the risk that my
conviction to this course of action [may result in difficulty] recognizing that [I] may be
wrong (Nair, 1994, p. 24). Through persistent self-reflection and openness with those
round me, a conscious effort will be made to avoid obstinately leading others and myself
down a potentially harmful path.

References

Johnston, J. (2007). On becoming a cadre. Lincoln, NE: Doane College.

Johnston, J., Rasmussen, S. et al. (2009). EDL 675: Foundations of education
leadership. Course outline. Lincoln, NE: Doane College.

Marazano, R. (2003). What works in schools: Translating research into action.
Alexandria, VA: Association for Supervision and Curriculum Development.

Nair, K. (1997). A higher standard of leadership: Lessons from the life of Gandhi. San
Francisco: Berrett-Koehler.

Wiggins, G. & McTighe J. (2005). Understanding by design, expanded 2nd edition.
Alexandria, VA: Association for Supervision and Curriculum Development.