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Curriculum and Pedagogy

What we teach and how we teach it is the realization of a Learning Evaluation. Hence the importance of the Student-Centered Observation constructs, as outlined in the rubric. The curriculum and pedagogical practices of the school are a result of the collaborative team's ability to synthesize information, plan action, attempt interventions, examine their practice and change to develop and implement the best instructional practices for their team or school.

Curriculum and Pedagogy Assumptions

  • • Teachers work as a team to clarify essential learning for students.
  • • Teachers create learning guides and scaffold content and practices to increase student growth and learning.
  • • Teachers work together to identify best practices, try, fail, try again and succeed.
  • • Teachers formally and informally assess and discuss the results of their work to plan, intervene and change instructional practices.

Case Study: We Can't Do What We Have Always Done

Mr. Allen had been dealt a fairly good hand as a first-year principal. His staff at Eastside Elementary was full of expert reading teachers. With recent budget cuts, he had to redesign the school's reading program. Change had been needed at Eastside for years. The reading program needed to be restructured.

Mr. Allen was able to find a few key contributors to the staff, teacher leaders who saw the need for change but had never been able to fully realize its movement. Mrs. Smith, a well-respected teacher on staff, was able to convince enough teachers that change was needed in reading. Most teachers could see the need for a restructured approach to reading. Mr. Allen could sense that the teachers were more worried about having something done to them in terms of what or how they taught than they were about change itself. They wanted to have a voice and influence over the reading change.

Using the learning evaluation as a guide, the leadership team at the school was able to consult reading research and develop a progression of reading skills and abilities from Kindergarten through fifth grade. Impactful contributors collaboratively established and clarified essential learning.

The entire school used the literacy learning progressions to plan lessons, implement programs, develop formative assessments and use data to meet student reading needs.

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