Runninghead:

CONVERSATIONWITHACURRICULARIST

ConversationwithaCurricularist

KaraStucky
EDCI803
KansasStateUniversity
Summer2015

AuthorNote
KaraStuckyisagraduatestudentatKansasStateUniversitypursuingaMasterofSciencein
CurriculumandInstruction.Herareaofspecializationiseducationalcomputing,designand
onlinelearning.Sheiscurrentlyamiddleschoolmathematicsteacherandeducational
technologycoachatInternationalCommunitySchoolinSingapore.
Contact:
kstucky@ksu.edu
or+6567767435

CONVERSATIONWITHACURRICULARIST

Abstract
ThispapergivesanoverviewofaninterviewconductedwithCindyBarker,asecondary
curriculumandinstructioncoordinatorataclassicalChristianschool.Thepurposeofthis
interviewwastolearnmoreaboutcurrentpracticesinschoolsrelatedtocurriculum.Barker
sharedherviewsoncurriculumincludingbestpractice,contemporaryissues,andacomparison
ofpublicandprivateschools.Inherdefinitionofcurriculum,shehighlightstwokey
components,usingaschoolwidemissionasafocalpointandindividualizationtomeetstudents
needsandinterests.Throughpurposefulplanning,educatorscanworktogethertomore
effectivelyreachstudentsandpreparethemfortheirfuture.Whileissuessuchasquality,cost,
andtimecanhindercurriculumdevelopment,schoolsshouldbeintentionalinplanningand
decisionmakingtominimizetheireffectsandmaximizelearning.

CONVERSATIONWITHACURRICULARIST

ConversationwithaCurricularist
Curriculumistypicallythoughtofasthecontentweteach,selectedfromthestandards
andtextbooksforacourse.Thisportionofcurriculum,calledtheexplicitcurriculum,is
essentialtoourinstructionbutthisisnotallthatweteachourstudents.Thereisalsoanimplicit,
orhidden,curriculumthatistaughtthroughtheculturecreatedbytheexpectationsandrulesofa
school.InTheThreeCurriculaThatAllSchoolsTeach,Eisner(2002)describestheimplicit
curriculumcreatedbyaschoolsrewardsystem,organizationalstructure,andphysical
characteristicswhicharepervasivefeaturesofschoolingandthereforewhattheyteachmay
beamongthemostimportantlessonsachildlearns(Eisner,2002,p.97).Aseducators,
everythingwesay,do,orevenimplyspeakstoourstudents.
Whendevelopingacurriculum,itiscrucialtocreateabalancebetweenthefocalpoints
ofsubjectmatter,society,andindividual.Nosinglesourceofinformationisadequateto
provideabasisforwiseandcomprehensivedecisionsabouttheobjectivesoftheschool(Tyler,
1949,p.5).Andwhileseekingtocreatebalance,educatorsmustremainfocusedremembering
thatstudentlearning,notteachingcontent,isouraim.

Thechildisthestartingpoint,thecenter,
andtheend(Dewey,1902,p.107).Curriculumshouldbecreatedwiththeindividualstudentin
mind.Noteverychildisthesame,thereforecurriculumshouldnotbeuniformbutmoreflexible
toappealtoeachuniquestudent.Toprovideequalityofqualityineducationforallour
childrenrequiresthatwestartwithequalrespectfortheirtalentsandaspirationsandthatwehelp
themtochoosewiselywithinthedomainoftheirinterests(Noddings,1983,p.194).Educators
shouldseektoremainrelevant,preparingstudentsforlifeinthetwentyfirstcentury,whilealso
differentiatingtodrawstudentsintoauthenticlearningexperiences.

CONVERSATIONWITHACURRICULARIST

AbouttheCurricularist
IchosetointerviewaformercolleagueofminenamedCindyBarker.Iworkedwith
BarkeratapublichighschoolinHouston,Texasfiveyearsago.Barkerhastaughtbothmiddle
schoolandhighschoolmathematics.Shenextwentontobeamathcurriculumcoachfortwo
yearsandthenadirectorofcurriculumandinstructionforamiddleschoolinourdistrict.Sheis
currentlyasecondarycurriculumandinstructioncoordinatorataclassicalChristianschoolinthe
Houstonareawhereshehasbeenworkingthepasttwoyears.
Findings
BarkerandIbeganourconversationwithadiscussiononhowtodefinecurriculum.
AccordingtoBarker,curriculumisasequenceofcoursesandinstructionofwhatistaughtin
theeducationalprocess.Itshouldbereflectiveofthevisionandmissionoftheschooland
provideoptimumacademicenrichmentforalllearners(personalcommunication,July5,2015).
Barkerdescribestheexplicitcurriculuminherdefinitionandpointsouttwokeycomponentsof
effectivecurriculum.Thefirstisthatcurriculumshouldreflectthevisionandmissionofthe
school.Thesecondisthatcurriculumshouldbeadjustedtomeettheneedsofalllearners.
ThesetwocomponentswerecommonthemesthroughoutourdiscussionandIwillusetheseto
organizemydiscoveries.
MissionMindedCurriculum
Barkerdescribedtheschoolwhereshecurrentlyworksandexplainedhowtheyselect
curriculumfortheircourses.TheybeginwiththeTexasEssentialKnowledgeandSkills(TEKS)
asaframeworkforeachcourse.Then,tofurtherspecifythecurriculum,theyusetheschool
philosophywhichistodisciplechildrentoloveGodandothers(Barker,personal

CONVERSATIONWITHACURRICULARIST

communication,July5,2015).BoththeTEKSandtheirChristianworldviewguidedecisions
thataremadeintermsofwhatcurriculumtopurchaseandhowtogoaboutimplementingthe
curriculuminthecourses.Itiscrucialforschoolstohaveastrongfoundationandcohesive
missiontoguidethesetypesofdecisionsandtoaidteachersinthechoicestheymakefor
classroominstruction.Withoutthis,schoolsbecomedisjoinedandfailtomakeconsistent
progress.Inhisbook
BasicPrinciplesofCurriculumandInstruction
,Tylerreinforcesthisidea
bystating,
Ifaneducationalprogramistobeplannedandifeffortsforcontinuedimprovementsare
tobemade,itisverynecessarytohavesomeconceptionofthegoalsthatarebeingaimed
at.Theseeducationalobjectivesbecomethecriteriabywhichmaterialsareselected,
contentisoutlined,instructionalproceduresaredevelopedandtestsandexaminationsare
prepared.(Tyler,1949,p.3)
Thissupportsthenotionthatamissionstatementorcommongoalwillhelpaschoolindecision
makingtodevelopaunitedefforttowardsschoolimprovementandaneffectiveeducationfor
students.
Later,BarkercomparedtheprivateChristianschoolwhereshecurrentlyteachestothe
publicschoolwhereshepreviouslytaughtbysaying,theyareverysimilarwhenconsidering
corecontent,butdifferentbecausewegettochoosewhatwewantthestudentstoknow
(Barker,personalcommunication,July5,2015).Theideathatteachershavemorechoicestood
outtome.Therehasbeenapushlatelyformorestandardizationandconformityamongschools
andclassroomswhichresultsinlessfreedomforteachers.Ontheotherhand,whenaschoolhas
aclearlydefinedmission,itseemsthattheadministrationmightbemorewillingtogiveteachers

CONVERSATIONWITHACURRICULARIST

latitudeforcurriculumdecisions.Ratherthanspecifyingthesteps,schoolscandeterminethe
outcomeandallowteacherschoicesinhowtomeetthedesiredresult.
IndividualizedCurriculum
Afterestablishingaclearmissionstatement,wecannowlookatindividualizing
curriculumtomeettheneedsofeachstudent.Whilemanytimescurriculumisthoughtofasthe
textbooksandobjectives,thisisonlypartofwhatthatschoolsteach.Aschoolsculture,created
inpartbytherules,expectations,andrewardsystem,alsoteacheschildrenhowtobehave.This
iswhatwecalltheimplicitcurriculum.InhischapterTheDailyGrind,Jacksonstates,
beforefocusingonwhattheydointheclassroom,wemustexaminehowstudentsfeelabout
school(Jackson,2013,p.126).Thishighlightstheideathataschoolsculturewillgreatly
impactstudentlearning.Barkerrespondedtothisquotesayingthatteacherssetthestagefor
whatthestudentswilldoandwhattheywillaccomplish.Howastudentfeelsaboutschoolis
mainlypromptedbytheteacher.Theteacheristhesinglemostimportantvariableinthe
educationprocess(Barker,personalcommunication,July5,2015).Thevalueofastrong
studentandteacherrelationshipcannotbeoverlooked.Whenstudentsfeelsafeandknowthey
aresupportedbytheirteacher,theyareencouragedtoexcelintheirlearning.
Itcanbeoverwhelmingtothinkaboutindividualizingcurriculumtomeettheneedsof
eachuniquestudent.Barkersharedaboutthebenefitsofintegratingtechnologyfordiscovery,
research,remediation,andcreativity(Barker,personalcommunication,July5,2015).
Technologyopensupaclassroomtotheworld,allowingteacherstobetter
accountforthe
interestsanddevelopmentneedsofindividualstudents
(Marsh&Willis,2007,p.26).Through

CONVERSATIONWITHACURRICULARIST

theuseoftechnology,studentsareabletoresearchaspecificareaofthecurriculumthatinterests
them.Technologycanalsobeusedtodifferentiatecurriculumbasedonstudentreadinesslevels.
Asthecurriculumbecomesmoreindividualized,theteachertakesonanewroleinthe
classroom.Theteacherlosesthepositionofexternalbossordictatorbuttakesonthatofleader
ofgroupactivities(Dewey,1938,p.59).Theteacherisnolongergoingthrougha
predeterminedsetofmaterial,butratherseekingtostimulatetheinterestofeachchildanddirect
ittowardsomethingvaluable.In
TheSchoolandSociety
,Dewey(1915)explainedthischange
inteachersrole:
Thechildisalreadyintenselyactive,andthequestionofeducationisthequestionof
takingholdofhisactivities,ofgivingthemdirection.Throughdirection,through
organizeduse,theytendtowardvaluableresults,insteadofscatteringorbeingleftto
merelyimpulsiveexpression.(Dewey,1915,p.25)
Barkerexplainedthissayingthatteachersdirect,facilitate,andorganizecurriculumand
instructiontobringaboutadesiredresult(Barker,personalcommunication,July5,2015).
Insteadofbeingthesourceofknowledgeandpouringinformationintostudents,theteachersjob
becomestheorchestratorofexperiences.Toindividualizecurriculum,teachersidentifystudent
interests,makingthecontentrelevanttostudents.Also,throughprovidingopportunitiesfor
studentstoexperiencethecontent,studentsareactivelearners,notpassivelisteners.
ContemporaryIssuesRelatedtoCurriculum
Asourdiscussioncontinued,Barkerindicatedthreeissuesthatarisewhenselectingand
implementingcurriculum.Thesearequality,cost,andtime.Thefirstissue,quality,takesa
detailedlookatwhatishappeningineachclassroom.Barkeridentifiestwoquestionsto

CONVERSATIONWITHACURRICULARIST

consider:Areteachersusingstandardstodeveloptheirplanningandassessments?Areteachers
challengingthestudentsorwateringdownmaterial?(Barker,personalcommunication,July5,
2015).Whileitisnecessarytogiveteachersfreedomtoadaptcurriculumtomeettheneedsof
theirstudents,itisalsoessentialtoensureteachersareholdingstudentstoconsistent,high
standards.Learningshouldaddressthestandardsandbealignedwiththeschoolmission,not
merelywhattheteacherenjoysorfindseasytoteach.
Cost,thesecondissue,looksathowfundsshouldbeallocatedforresourcessuchas
books,technology,andinterventions.Doteachersandstudentshaveappropriateresourcesto
accomplishgoals?(Barker,personalcommunication,July5,2015).Schoolsneedtousetheir
fundswisely,makedecisionsthatwillsupporttheirmissionandmeettheneedsoftheirstudent
body.Alongtheselines,propersupportshouldbeprovidedforteacherstoimplementnew
initiativeswithcurriculumandtechnology.Alloftheseissuesshouldbeconsideredwhen
preparingabudget.
Thethirdandfinalissuewediscussedwastime.Barkeraddressesthisbysaying,
Inordertoaddresskeyconceptsandstandards,timeisoftheessence.Ifwetrulymeet
studentswheretheyare,thatmeanswemustbewillingtobeflexibleandadjustour
instructiontofillingapswhilestayingwithintheboundariesoftimeconstraints.This
canbeverystressfulforteachersandstudents.(Barker,personalcommunication,July5,
2015)
Cindyrecognizesthepressurethatcanbefeltbybothteachersandstudentsduetolackoftime.
Teachersjugglemanyresponsibilitiesincludingtheaddedstressofstandardizedtestsscores.
Apple(1986)statesthatteacherstendedtocomplainattimesaboutthelonghours,the

CONVERSATIONWITHACURRICULARIST

intensification,thetimespentontechnicaltaskssuchasgradingandrecordingkeeping,the
amountoftimespentdoingthesethingsgrewinexorably(Apple,1986,p.174).Theamountof
timespentonadministrativetaskshascontinuedtoincrease,leavinglesstimeforteachersto
growprofessionallyandproperlydevelopthecurriculumfortheiruniquestudents.
Conclusion
MyconversationwithBarkerwasaperfectwaytowrapupthisclass,connectingour
readingsanddiscussionswithcurrenttrendsincurriculum.Irealizedthattherewillalwaysbe
difficultiesindevelopingandimplementingacurriculum.Cindymentionedafewofthese
problems,specificallyquality,cost,andtime,amongmanyissuesthatadministratorsand
teachersface.Ilearnedthateducatorsneedtobeintentionalintheareasofcurriculumwhere
theydohavecontrol.Thiscanincludegettingtoknowtheirstudentsandthecommunityand
thenadjustingthecurriculumtomeettheirneeds.Itwasevidentthroughmyconversationthat
schoolsarestillworkingtofindabalancebetweensubjectmatter,society,andtheindividual.
Whilestandardizationandtestingplacesthefocusmoreoncontent,schoolsdohavefreedomto
makeadjustmentstocurriculummakingitmorerelevantandpersonalizedforstudents.Oneof
thewaysthatschoolscandothisisthroughcreatingacohesivemissionthatguidescurriculum
decisionmakingandplanning.Educatorsshouldalsobepurposefultogettoknowtheirstudents
andusestudentintereststodirectlearning.

CONVERSATIONWITHACURRICULARIST

10

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